“人人都是老师”策略的密苏里数学项目学习模式,旨在培养学生解决数学问题的能力和自我效能感

Indah Resti Ayuni Suri, A. Pahrudin, Ega Apriyana, S. Suherman
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引用次数: 0

摘要

每个学生都必须具备数学解决问题的能力和自我效能感,以帮助他们在学习过程中解决不同的数学问题。本研究旨在探讨实施“密苏里数学计划”(MMP)学习模式和“人人都是老师”(ETH)策略对学习者数学问题解决能力和自我效能感的影响。本研究采用准实验设计,采用2×2因子研究方案。本研究采用数学问题解决能力测试和自我效能感问卷来收集数据。数据分析方法采用正态性检验、齐性检验和多元方差分析(MANOVA)假设检验。基于结果和方差分析检验计算,我们确定在“每个人都是老师”策略下实施MMP学习模式会影响学生的数学问题解决能力。MMP学习模式与“Everyone is a Teacher Here”策略的运用对学生的自我效能感也有影响。在“每个人都是老师”策略下实施MMP学习模式会影响学习者的数学解决能力和自我效能感。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Missouri Mathematics Project learning model with strategy Everyone is a Teacher Here to towards mathematical problem-solving and self-efficacy ability
Every student must acquire mathematical problem-solving skills and self-efficacy to assist them in the learning process and solve different mathematical problems. This study seeks to explore the impact of implementing “the Missouri Mathematics Project (MMP) learning model with the Everyone is a Teacher Here (ETH) strategy on the mathematical problem-solving skills and self-efficacy of learners”. This study employs a quasi-experimental design with a 2×2 factorial research scheme. In this research, tests of mathematical problem-solving skills and self-efficacy questionnaires were utilized to collect data. The method of data analysis employed the Normality test, the Homogeneity test, and the Multivariate Analysis of Variance (MANOVA) hypothesis tests. Based on the outcomes and MANOVA test calculations, it was determined that implementing the MMP learning model with the Everyone is a Teacher Here strategy affected students' mathematical problem-solving skills. The deployment of the MMP learning model with the Everyone is a Teacher Here strategy also affects students' self-efficacy. Implementing the MMP learning model with the Everyone is a Teacher Here strategy impacts learners' mathematical problem-solving skills and self-efficacy.
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