MATHEMATICS TEACHERS’ AND TUTORS’ IMPRESSION ON THE CONCEPT AND STRUCTURE OF THE OPTIMISING PROBLEM SOLVING (OPS) FRAMEWORK
DOI:
https://doi.org/10.33603/e.v10i2.198Abstract
A number of frameworks have been proposed to help students become more adept at solving mathematical problems, including Problem Based Learning (PBL), Research Skill Development (RSD), Blooms' Taxonomy, and Optimising Problem Solving (OPS). One of the most recent frameworks created by professionals in issue solving is the Optimising issue Solving (OPS) framework. It has been demonstrated to enhance students' ability to solve engineering-related problems. Consequently, the OPS framework might potentially be a different framework for mathematics teachers and tutors. This research aims to analyse teachers’ and tutors’ impression on the concept and structure of the OPS framework. The study are categorised into an ethnographic by using a thematic content analysis approach. It resulted in two concepts and two structures of the OPS framework that impress the mathematics teachers and tutors. The concepts are related to the non-sequential facets and the facet titles. While, the structure of the framework that impress the teachers and tutors are related to the pentagon shape, and the word and colour format.
Keywords. Framework, Optimising Problem Solving, Mathematics Learning
References
Anderson, L. W., & Sosniak, L. A. (1994). Bloom’s Taxonomy. Univ. Chicago Press.
Benbasat, I., & Dexter, A. S. (1985). An experimental evaluation of graphical and color-enhanced information presentation. Management Science, 31(11), 1348–1364.
Bloom, B. S., & others. (1956). Taxonomy of educational objectives. Vol. 1: Cognitive domain. New York: McKay, 20–24.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Felder, R. M., Soloman, B. A., & others. (2000). Learning styles and strategies. At URL: Http://Www. Engr. Ncsu. Edu/Learningstyles/Ilsweb. Html. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.pdf
Fogarty, R. (1997). Problem-Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. ERIC. Retrieved from http://eric.ed.gov/?id=ED405143
Gaines, K. S., & Curry, Z. D. (2011). The Inclusive Classroom: The Effects of Color on Learning and Behavior. Journal of Family & Consumer Sciences Education, 29(1). Retrieved from https://natefacs.org/Pages/v29no1/v29no1Gaines.pdf
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn?. Educational Psychology Review, 16(3).
Kruger, D., & Stones, C. R. (1981). An introduction to phenomenological psychology. Duquesne University Press. Retrieved from https://muse.jhu.edu/book/33006
Missingham, D., Cheong, M., Tonkin, M., Matulessya, S., Lowe, S., Cook, T., & Ashby, R. (2014). Workshop: Thinking like an engineer. In 25th Annual Conference of the Australasian Association for Engineering Education: Engineering the Knowledge Economy: Collaboration, Engagement & Employability (p. 646). School of Engineering & Advanced Technology, Massey University.
Ritchhart, R., & Perkins, D. (2008). Making thinking visible. Educational Leadership, 57-61.
Ritchie, J., Lewis, J., Lewis, P. of S. P. J., Nicholls, C. M., & Ormston, R. (2013). Qualitative Research Practice: A Guide for Social Science Students and Researchers. SAGE.
Schifter, D., & Fosnot, C. T. (1993). Reconstructing Mathematics Education: Stories of Teachers Meeting the Challenge of Reform. ERIC.
Downloads
Published
Issue
Section
Citation Check
License
The author who published his work in this journal agrees to the following terms:
The author reserves the copyright and grants the first publishing rights journal, with works simultaneously licensed under the License: Creative Commons Attribution - Share Alike 4.0 Internasional License that enables others to share works with the acknowledgment of early publication and authorship of the work in this journal.
