Pragmatism and Ethics

2020 ◽  
pp. 65-86
Author(s):  
Anna L. Peterson
Keyword(s):  
Problem Solving ◽  
Effective Action ◽  
Linear Models ◽  
Real Life ◽  
Moral Issues ◽  
The Core ◽  
Practice Problem ◽  
Ways Of Thinking ◽  
Dualistic Approach

This chapter looks at pragmatism, which conceives of a particular form of practice—problem-solving in concrete circumstances—as the core ethical task. Pragmatism has much to offer a practice-based ethics, beginning with its robust challenges to the static, idealist, and dualistic approach of dominant theories. Especially helpful is the pragmatist emphasis on open-ended, fallibilistic inquiry, which offers promising models for working around or through polarized ways of thinking about moral issues, which often prevent effective action. The chapter also highlights William James’s notion of cash value, which points to the meaning of moral ideas in real life, and John Dewey’s concept of ends-in-view, which challenges both linear models of action and the possibility of absolute, once-and-for-all goals.

scholarly journals Immersive virtual reality as a tool to learn problem-solving skills

2020 ◽  
Author(s):  
Paola Araiza-Alba ◽  
Therese Keane ◽  
Won Sun Chen ◽  
Jordy Kaufman
Keyword(s):  
Virtual Reality ◽  
Problem Solving ◽  
Cognitive Processing ◽  
Real Life ◽  
Immersive Virtual Reality ◽  
Board Game ◽  
Problem Solving Skills ◽  
Practice Problem ◽  
Educational Potential ◽  
Learn Problem

Immersive virtual reality (IVR) technology has demonstrated positive educational outcomes related to its use and is gaining traction in educational and training settings; IVR is expected to have widespread adoption within the classroom in the upcoming years. However, the educational potential of IVR has not been thoroughly investigated, especially as a tool for problem-solving skills. Therefore, this study was designed to answer the following questions: (1) Is IVR a useful tool to learn and practice problem-solving skills? More specifically, do children using IVR solve a game better than those using a tablet application or a board game? (2) Does IVR provide a more engaging experience for children to practice problem-solving skills than on a tablet or a board game? (3) Do problem-solving skills learned with IVR technology transfer to real-life (physical game)? Children (n = 120) aged 7–9.9 years were randomly assigned to a problem-solving game in one of three conditions: board game, tablet, or IVR. The results showed that, overall, the percentage of children who completed the problem-solving game was higher in the IVR condition (77.5%), compared with those in the tablet (32.5%) or board game (30%) conditions. We also found that the interest and enjoyment scores of participants using IVR were significantly higher than participants in the other two conditions, and that the children in the IVR condition were able to learn how to solve the problem and transfer their learning to the physical game. IVR is a technology capable of engaging interest and motivating the user, as well as having the potential to assist in cognitive processing and knowledge transfer.

scholarly journals Black-Box-Based Mathematical Modelling of Machine Intelligence Measuring

Mathematics ◽  
2021 ◽  
Vol 9 (6) ◽  
pp. 681
Author(s):  
László Barna Iantovics
Keyword(s):  
Problem Solving ◽  
Scientific Literature ◽  
Real Life ◽  
Intelligent Agent ◽  
Difficult Problem ◽  
Black Box ◽  
Machine Intelligence ◽  
Agent Based ◽  
Np Hard Problem ◽  
Box Method

Current machine intelligence metrics rely on a different philosophy, hindering their effective comparison. There is no standardization of what is machine intelligence and what should be measured to quantify it. In this study, we investigate the measurement of intelligence from the viewpoint of real-life difficult-problem-solving abilities, and we highlight the importance of being able to make accurate and robust comparisons between multiple cooperative multiagent systems (CMASs) using a novel metric. A recent metric presented in the scientific literature, called MetrIntPair, is capable of comparing the intelligence of only two CMASs at an application. In this paper, we propose a generalization of that metric called MetrIntPairII. MetrIntPairII is based on pairwise problem-solving intelligence comparisons (for the same problem, the problem-solving intelligence of the studied CMASs is evaluated experimentally in pairs). The pairwise intelligence comparison is proposed to decrease the necessary number of experimental intelligence measurements. MetrIntPairII has the same properties as MetrIntPair, with the main advantage that it can be applied to any number of CMASs conserving the accuracy of the comparison, while it exhibits enhanced robustness. An important property of the proposed metric is the universality, as it can be applied as a black-box method to intelligent agent-based systems (IABSs) generally, not depending on the aspect of IABS architecture. To demonstrate the effectiveness of the MetrIntPairII metric, we provide a representative experimental study, comparing the intelligence of several CMASs composed of agents specialized in solving an NP-hard problem.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

Disney in December

2012 ◽  
Vol 19 (5) ◽  
pp. 290-291 ◽  
Author(s):  
Sue E. Hoge ◽  
Karin E. Perry
Keyword(s):  
Problem Solving ◽  
Common Core ◽  
Common Core State Standards ◽  
Real Life ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Factual Data

Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for K–Grade 2, Grades 3–4, and Grades 5–6. This month's problem set aligns with the Common Core State Standards for Mathematics, includes factual data from Disney Parks, and makes connections between mathematics and real-life applications.

scholarly journals LOGICAL REASONING ANALYSIS BASED ON HIPPOCRATES PERSONALITY TYPES

Aksioma ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 57-73
Author(s):  
Nurdin Nurdin ◽  
Ita Sarmita Samad ◽  
Sardia Sardia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Logical Reasoning ◽  
Personality Types ◽  
The Body ◽  
Mathematical Problem Solving ◽  
Different Types ◽  
Ways Of Thinking ◽  
The Difference ◽  
Descriptive Qualitative

Abstract: The theory distinguishes human based on four different personality types such as: sanguine, choleric, melancholic, and phlegmatic. Different types of personality caused by differences in the dominant fluid in the body. These differences will result in terms of behavior, ways of thinking and to get along. The type of this research that is descriptive qualitative which it is describing the logical reasoning based on Hippocrates personality types. The logical reasoning is analyzed through the four types of personality in relation to mathematical problem solving. The Analysis is done based on the logical reasoning indicator/ subindicator and the steps of problem solving stated by Polya. The result shows that there is a reasoning difference on each type of personalities. The difference can be terms of the strenght or the weakness. Sanguine is quicker in understanding problems and communicating results, choleric is more accelerated in work, melancholic is more perfect at work, and  phlegmatic is superior in terms of accuracy. Keywords: Logical reasoning, Hippocrates, sanguine, choleric, melancholic, phlegmatic

scholarly journals Improving students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji

2021 ◽  
Vol 12 (2) ◽  
pp. 283-294
Author(s):  
A. Nurannisa F.A ◽  
Andi Muhammad Irfan Taufan Asfar ◽  
Andi Muhamad Iqbal Akbar Asfar ◽  
Adji Syaifullah
Keyword(s):  
Problem Solving ◽  
Effect Size ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Real Life ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Design Type

Mathematical logical intelligence is one of the skills that are needed in the 21st century related to mathematical problem-solving skills. The importance of this skill is not in line with the facts on the ground, where students are still weak in counting and using logic in problem solving. The purpose of this research is to improve students’ mathematical logical intelligence through the online-based integration of local wisdom of Sulapa Eppa Walasuji. Sulapa Eppa Walasuji is one of the Bugis-Makassar local wisdoms with a unique pattern, appropriate to be used as a medium for learning transformation of geometry. Through the integration of local wisdom, Sulapa Eppa Walasuji can create contextual mathematics learning, so that students can easily understand the material by connecting real-life concepts. This research includes experimental research with a quasi-experimental design of the nonequivalent control group design type. The research instrument used was a mathematical logical intelligence test consisting of five essay questions. The data analysis used is descriptive statistics with gain score and effect size testing. The results showed that the mathematical logical intelligence of experimental class students increased by 43.16 with the effective contribution of the r effect size being 0.910. This indicates that the online-based integration of Sulapa Eppa Walasuji can improve students’ mathematical logical intelligence. 

scholarly journals Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving

2020 ◽  
Vol 11 (1) ◽  
pp. 73-82
Author(s):  
A.Wilda Indra Nanna ◽  
Enditiyas Pratiwi
Keyword(s):  
Problem Solving ◽  
Primary Education ◽  
Qualitative Method ◽  
Thought Processes ◽  
Structured Interviews ◽  
Mathematical Objects ◽  
New Findings ◽  
Mathematical Problems ◽  
Ways Of Thinking ◽  
Descriptive Qualitative

Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure. 

scholarly journals MEMBANGUN KARAKTER BANGSA MELALUI PEMBELAJARAN MATEMATIKA KURIKULUM 2013

2013 ◽  
Vol 14 (2) ◽  
pp. 73-80
Author(s):  
Wahyudin Wahyudin
Keyword(s):  
Problem Solving ◽  
Child Development ◽  
Character Education ◽  
Teaching Practice ◽  
Successful Implementation ◽  
Knowledge And Skills ◽  
The Core ◽  
Self Development ◽  
Points Of View ◽  
New Generation

The development of the character education still becomes the controversy among the educators, either from the theoretical or philosophical points of view. Actually, the core of the character education is not only viewed from philosophical difference, pedagogical ideology, or politics, but focused on the child development. Curriculum 2013 seeks to provide a problem-solving on the cultural matters and the national characters by integrating the characters / values /attitudes into the lessons, self-development, and the culture of the school. It is expected that a new generation of nation is developed in attitudes, knowledge, and skills. It has been clear that teachers thought, beliefs, and choices will influence their teaching practice. Therefore, it is necessary to build the views, beliefs, and positive selection within the teachers mind for the successful implementation of Curriculum 2013.   Perkembangan pendidikan karakter sampai sejauh ini masih penuh dengan kontroversi yang terutama berakar dalam berbagai perbedaan teoretis dan filosofis, meski sebenarnya inti dari pendidikan karakter tidak pada perbedaan filosofis, ideologi pedagogis, politik, dan sebagainya, melainkan tentang perkembangan anak. Kurikulum 2013 berupaya memberikan pemecahan persoalan budaya dan karakter bangsa dengan cara mengintegrasikan karakter/nilai/sikap ke dalam mata pelajaran, pengembangan diri, dan budaya sekolah, dengan harapan terbentuknya generasi baru bangsa yang utuh dalam sikap, pengetahuan, dan keterampilan. Dengan menyadari bahwa pandangan, keyakinan, dan pilihan para guru akan berpengaruh pada praktek pembelajaran, maka perlu dibangun pandangan, keyakinan, dan pilihan yang positif dalam diri para guru demi keberhasilan implementasi Kurikulum 2013.

Expert problem solving practice in commercial property valuation: an exploratory study

2018 ◽  
Vol 36 (4) ◽  
pp. 366-382 ◽  
Author(s):  
Abdul-Rasheed Amidu ◽  
David Boyd
Keyword(s):  
Problem Solving ◽  
Professional Competence ◽  
Research Strategy ◽  
Collaborative Problem Solving ◽  
Theory Approach ◽  
Content Type ◽  
Commercial Property ◽  
Property Valuation ◽  
The Core ◽  
Domain Specific Knowledge

Purpose The purpose of this paper is to identify the core dimensions of problem solving of experts in commercial valuation in order to provide a rich stimulus for managing current practice and enabling future development. Design/methodology/approach The study adopted a cognitive position but emphasised understanding the everyday commercial property valuation practice in a naturalistic context and from the participants’ perspectives. Given this, a grounded theory approach was employed as a research strategy to guide the data collection and surface theoretical interpretations. Data were obtained through in-depth interviews with practicing valuers working in private real estate firms within metropolitan Birmingham, UK. Findings The interviews uncover four dimensions of experts’ problem-solving practice in commercial valuation: multidimensional, domain-specific knowledge base; cognitive process that is centred on analysis and reflection; collaborative problem-solving venture with colleagues; and professional practice issues awareness. A conceptual model is proposed which integrates these dimensions enabling a clearer understanding of the nature of valuation work. Research limitations/implications This study was designed to be descriptive and theory generating, thus, the findings cannot be generalised as the sample was confined to one city and consists of a small number of senior practicing valuers. Therefore, the findings may not be fully applicable to other practicing valuers, other geographical locations or more widely to other types of property valuation. Nevertheless, the findings provide an important cognitive framework which can be verified by other researchers seeking to examine the practice of expert valuers. Practical implications The identification of the core dimensions of expert problem solving in commercial property valuation is shown to have implications for valuation practice, education and continued research. The valuation practice environments need to develop mechanisms to provide time that would enable these multi-dimensions of professional competence to be developed. Further work is needed to expand and refine the model across expert practice in other specialty areas of valuation practice. Originality/value This study expands the current understanding of valuation process to areas of expertise that have received less coverage in behavioural valuation literature, that is, the central role of knowledge and cognition and how these are integrated for effective valuation problem solving and decision making.

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