Melanie G. Gurat
@smu.edu.ph
Faculty
Saint Mary's University, Bayombong, Nueva Vizcaya, Philippines
Trainer, Resource Speaker, and Research Presenter. She is one of the DOST-SEI Project STAR (Science Teacher Academy for the Regions) trainers. She is a qualified trainer in teaching Elementary mathematics through problem-solving, language strategies in teaching mathematics, and design thinking. She is invited as a resource speaker on topics such as statistics and research. She is a perennial presenter at local, national, and international research conferences.
Researcher/Research Author. She is skilled in doing academic research. She published 12 research papers in scholarly journals.
Statistician. She is skilled in data analysis IBM SPSS software. She served as a statistician for six years.
Book Writer. She is a book writer who authors and co-authors books such as Statistics and Research, and Research in Daily Life 2.
Research Evaluator and Peer Reviewer. She is regularly invited as an adjudicator in regional research conferences organized by the Department of Education.
EDUCATION
Melanie G. Gurat graduated with the Degree Bachelor of Science in Mathematics, cum laude in 2007 at Saint Mary’s University. She also finished her Master of Arts in Teaching Mathematics in 2012 in the same school, with academic distinction. In 2017, she finished her Doctor of Philosophy in Science Education, major in Mathematics in the same university.
RESEARCH INTERESTS
Mathematics Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Melanie Gurat
Ceska zemedelska univerzita v Praze
The main purpose of the study is to understand the mathematical problem-solving strategies among student teachers. This study used both quantitative and qualitative type of research. Aside from the semi-structured interviews, data were gathered through participant's actual mathematical problem-solving outputs and the videotaped interviews. Findings revealed that the problem-solving strategies among student teachers in the Problem-Solving subject are cognitive, metacognitive and other strategies. The cognitive strategies used by the student teachers are rehearsal, elaboration, and organization. The metacognitive strategies are critical thinking and self-regulation. Other strategies are overlapping the cognitive and metacognitive strategies. These are prediction/orientation, planning, monitoring, and evaluating. The findings also suggest a significant influence of the strategies to the academic performance of the student teachers.