Teaching problem-solving in undergraduate mathematics by M.S. Badger, C.J. Sangwin and T.O. Hawkes with R.P. Burns, J. Mason and S. Pope, pp 142, £5.25 plus postage, available as print on demand at: http://www.lulu.com/shop/product-20405493.html or as free pdf download at: http://mellbreak.lboro.ac.uk/problemsolving/sites/default/files/guide/Guide.pdf (2012).

2014 ◽  
Vol 98 (543) ◽  
pp. 547-549 ◽  
Author(s):  
Michael De Villiers
Keyword(s):  
Problem Solving ◽  
Undergraduate Mathematics ◽  
On Demand ◽  
Teaching Problem ◽  
Print On Demand

scholarly journals Thematic problem solving: a case study on an approach to teaching problem solving in undergraduate mathematics

2019 ◽  
Vol 17 (2) ◽  
pp. 54
Author(s):  
Matthew Jones ◽  
Alison Megeney
Keyword(s):  
Problem Solving ◽  
Deep Understanding ◽  
Realistic Mathematics Education ◽  
Undergraduate Mathematics ◽  
Realistic Mathematics ◽  
Mathematical Problems ◽  
Approach To Teaching ◽  
Standard Practices ◽  
Teaching Problem

Specialist mathematics, statistics and operational research (MSOR) programmes are recognised as intellectually demanding, and require students to formulate, abstract, and solve mathematical problems in a rigorous way. The process of developing the skills to do this well and communicate results can be challenging for learners as it requires a deep understanding of themes in mathematics as well as methods for solving problems. In this article we demonstrate how elements of Freudenthal’s Realistic Mathematics Education can be applied to teaching problem solving in undergraduate mathematics programmes. We describe an approach that moves away from standard practices and goes beyond problem solving methods to develop an understanding of common themes in mathematics.

Public Relations

2010 ◽  
Author(s):  
Michael Kunczik
Keyword(s):  
Public Relations ◽  
On Demand ◽  
Theorie Und Praxis ◽  
Print On Demand

Print on Demand Ausgabe (Lieferzeit ca. 3-4 Tage) Dieses Buch gibt einen vollständigen und aktuellen Überblick über "Public Relations" in Theorie und Praxis. Nach einer Klärung des Begriffs erläutert es die Beziehung von PR zu anderen Konzepten wie Propaganda oder Marketing und diskutiert das Verhältnis von Kommunikationswissenschaft und PR. Dabei werden Probleme wie Theoriebildung, von Theorie und Empirie sowie der Verwertbarkeit wissenschaftlicher Befunde und Ethik behandelt. Die Entwicklung der deutschen PR-Theorie schließt sich an. Einen weiteren Schwerpunkt bilden die PR-Theorien, die auf die Managementfunktion von PR verweisen. Die aktuelle Diskussion um PR als symmetrischer Dialog wird ebenso behandelt wie neue systemtheoretische Ansätze.

scholarly journals PRINT ON DEMAND

BioTechniques ◽  
2017 ◽  
Vol 62 (2) ◽  
Author(s):  
Sarah Webb
Keyword(s):  
On Demand ◽  
Print On Demand

View box exercises for teaching problem solving in radiology

1977 ◽  
Vol 128 (2) ◽  
pp. 271-272 ◽  
Author(s):  
RE Miller ◽  
BJ Andrew
Keyword(s):  
Problem Solving ◽  
Teaching Problem

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

scholarly journals Piloting a problem solving module for undergraduate mathematics students

2019 ◽  
Vol 17 (2) ◽  
pp. 46
Author(s):  
David McConnell
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Mathematical Work ◽  
Assessment Practices ◽  
Traditional Teaching ◽  
Mathematics Students ◽  
Undergraduate Mathematics ◽  
Students First ◽  
Academic Year

We report on a new problem solving module for second-year undergraduate mathematics students first piloted during the 2016-17 academic year at Cardiff University.  This module was introduced in response to the concern that for many students, traditional teaching and assessment practices do not offer sufficient opportunities for developing problem-solving and mathematical thinking skills, and more generally, to address the recognised need to incorporate transferrable skills into our undergraduate programmes.  We discuss the pedagogic and practical considerations involved in the design and delivery of this module, and in particular, the question of how to construct open-ended problems and assessment activities that promote mathematical thinking, and reward genuinely original and independent mathematical work.  

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