Furthermore, when SS and SR understand the problem of M1 and M2 similar to the ST's, but both of the problem solvers read the questions with not complete so that they cannot pay attention to the questions of the problems. According to the solving result of M1 and M2, ST conducts by reading the job based on an algorithm and reasonability. In contrast to the implementation of the solving plan of M2, ST can solve the problem according to plan quickly and correctly. Another case when implementing the troubleshooting plans, ST complete the M1 according to the plan, but not all can be resolved correctly. ST makes planning to the solution of M1 and M2 by using a formula based on similar experiences which have been ever received before. When understanding the M2, ST can link the information from a problem that is stored in the working memory to the information on the long-term memory. As a result, not all information can be received well. In understanding M1, ST is more likely to pay attention to an image first, read the texts piecemeal and repeatedly, then as a whole and more focus to the sentences that contain equations, numbers or symbols. The results show that the behavioral problem solvers (mathematic education students) who are capable of high mathematic competency (ST). The obtained data are analysed as suggested by Miles and Huberman (1994) but at first, time triangulation is done or data's credibility by providing equivalent problem contexts and at different times. (3) To explore the behaviour of problem-solving based on the step of Polya (Rizal, 2011) by way of thinking aloud and in-depth interviews.
The second problem (M2), a statement leads to problem-solving. The first problem (M1), the statement does not lead to a resolution. (2) To give two mathematical problems with different characteristics. The attainment of the purpose consisted of several stages: (1) to gain the subject from the mathematic education of first semester students, each of them who has a high, medium, and low competence of mathematic case. (d) Using the information found in parts (a), (b), and (c) sketch the curve on a pair of coordinate axes.The purpose of this study is to obtain a description of the problem-solving behaviour of mathematics education students. (b) Find the volume of the solid generated when the trough is rotated about the y-axis. (a) How fast is the tip of the shadow moving? An observer watches the particle from a lighthouse one mile off shore, peering through a window shaped like a rectangle surmounted by a semicircle. Sand is flowing out of the trough at a constant rate of two cubic feet per hour, forming a conical pile in the middle of a sandbox which has been formed by cutting a square of side x from each corner of an 8″ by 15″ piece of cardboard and folding up the sides. A “calculus problem to end all calculus problems,” by Dan Kennedy, chairman of the math department at the Baylor School, Chattanooga, Tenn., and chair of the AP Calculus Committee:Ī particle starts at rest and moves with velocity along a 10-foot ladder, which leans against a trough with a triangular cross-section two feet wide and one foot high.