Post Secondary Students’ Level of Proficiency in Solving Real World Problems in Mathematics

Lorinda E. Pascual; Anthony B. San Pedro

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Post Secondary Students’ Level of Proficiency in Solving Real World Problems in Mathematics

机译：专上学生解决数学实际问题的能力水平

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The problem solving competency is the primary goal in all mathematics education curricula. It is acquired by solving mathematical problems belonging either to routine or non-routine category. The study describes the post-secondary students’ levels of proficiency in solving non-routine math problems. The three-stage process in solving mathematics problems by Mayer was used as the frame of analysis. Using the data generated from researcher made instruments, and semi-structured interview of 50 purposively selected participants, the study found that: Majority of the participants showed “good proficiency” in “problem representation” and “problem solving”, the real world problems in Math. It is also revealed that those who are good in problem representation phase are also good in problem solution phase. In general, participants do not always consider answer verification phase as important in the process of solving real world problems in math. The most common difficulties encountered by participants are: language inadequacy and unfamiliarity with the context of the problems. The researchers recommended that the same study be done in some other context and local and if the results are consistent with this study, may consider redesigning new curriculum in post-secondary mathematics education.

机译：解决问题的能力是所有数学教育课程的主要目标。它是通过解决属于常规或非常规类别的数学问题而获得的。该研究描述了大专学生解决非常规数学问题的熟练程度。迈耶（Mayer）解决数学问题的三阶段过程被用作分析框架。使用研究人员制造的仪器产生的数据，以及对50位有目的的参与者进行的半结构化访谈，研究发现：大多数参与者在“问题表示”和“解决问题”方面表现出“良好的熟练程度”，这是该领域中的实际问题。数学。还显示出在问题表示阶段擅长的人在问题解决阶段也很擅长。通常，参与者在解决数学中的实际问题时并不总是认为答案验证阶段很重要。参与者遇到的最常见的困难是：语言不足和对问题背景的不熟悉。研究人员建议在其他地方和地方进行相同的研究，如果结果与本研究一致，则可以考虑重新设计中学数学教育的新课程。

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《Journal of Applied Mathematics and Physics》 |2018年第1期|共17页
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Lorinda E. Pascual; Anthony B. San Pedro;
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7. Decision-making is the process of analyzing information about a problem situation and comparing it to a specific conclusion in order to solve a specific problematic (Yıkılmaz, 2001; Miller and Byrnes, 2001). Decision-making styles are a mechanism that is influenced by the internal and external conditions that determine the direction of the decisions of the individual, the content of the decision-making process, and the outcome of the decision-making process (Payne, Bettman and Johson, 1993; Bavol’ár and Orosová, 2015). ACT is a contemporary member of the Cognitive Behavioral Therapy family. ACT (Acceptance and commitment therapy) has both similar and different directions with Behavioral Therapies and Cognitive Therapies (Herbet and Forman, 2011; Hayes, 2004). KKT responds to classical behavioral treatments using both existential and cognitive approaches in the analysis of behavior. 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Post Secondary Students’ Level of Proficiency in Solving Real World Problems in Mathematics

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