The Development of a Learning Management Model to Promote Mathematical Problem Solving Skills

Abstract

This research aims to study the mathematical problem solving behavior in mathematics of junior high school students and then create a learning management model to develop problem solving skills in mathematics. In this study, we used the qualitative research methodology in a case study to collect and analyze data. The results found that, in the mathematics classroom, the students had different abilities in problem solving. The most important cause for these differences came from the students’ metacognitive. Metacognitive skills also directly affected the students' problem solving habits on Polya's problem solving process. Students with high metacognition were able to organize information from existing knowledge to understand the problem, plan and evaluate the reasonability of the whole process. Even though metacognition is essential but it is not enough, because if we lack the proper mathematical knowledge we may not be able to solve the problem or solve the problem ineffectively. To encourage students to be good problem solvers, it is important to focus on three components: metacognition, the problem solving process and the mathematical knowledge used to solve the problem. All of these elements are related in a way that promotes each other and can be developed simultaneously through learning management that promotes understanding.