Real-life–type Problem Solving in Tourette Syndrome

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.

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

Educational Studies in Mathematics ◽

10.1007/s10649-021-10074-9 ◽

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.

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Disney in December

Teaching Children Mathematics ◽

10.5951/teacchilmath.19.5.0290 ◽

2012 ◽

Vol 19 (5) ◽

pp. 290-291 ◽

Cited By ~ 1

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.

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

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v12i2.9575 ◽

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.

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VISOLE

Collective Intelligence and E-Learning 2.0 ◽

10.4018/978-1-60566-729-4.ch011 ◽

2010 ◽

pp. 185-206 ◽

Cited By ~ 5

Author(s):

Morris S.Y. Jong ◽

Junjie Shang ◽

Fong-Lok Lee ◽

Jimmy H.M. Lee

Keyword(s):

Problem Solving ◽

Real Life ◽

Computer Game ◽

Design Strategy ◽

Game Based Learning ◽

Pedagogical Approach ◽

Specific Knowledge ◽

Problem Solving Skills ◽

Subject Specific ◽

Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

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Problem-Based Learning (PBL)

Improving Scientific Communication for Lifelong Learners - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-4534-8.ch003 ◽

2021 ◽

pp. 38-56

Author(s):

Mahmoud Hawamdeh ◽

Idris Adamu

Keyword(s):

Problem Solving ◽

Teaching And Learning ◽

Real Life ◽

Problem Based Learning ◽

Higher Order ◽

Educational Institutions ◽

Learning Skills ◽

Knowledge And Skills ◽

Life Problems ◽

Approach To Teaching

This chapter discuss how Problem-Based learning (PBL) helps to achieve this century's approach to teaching and learning for students in higher educational institutions. If adopted, this method of teaching will enable student to attain learning skills (skills, abilities, problem solving, and learning dispositions that have been identified) to acquire a lifelong habit of approaching problems with initiative and diligence and a drive to acquire the knowledge and skills needed for an effective resolution. And they will develop a systematic approach to solving real-life problems using higher-order skills.

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Game Design as Part of Disciplinary Curriculum on Pedagogy

Practical Perspectives on Educational Theory and Game Development - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-5021-2.ch001 ◽

2021 ◽

pp. 1-21

Author(s):

Guaracy Silveira

Keyword(s):

Problem Solving ◽

Game Design ◽

Structural Changes ◽

Real Life ◽

Digital Games ◽

Abstract Model ◽

Digital Game ◽

Graduate Courses ◽

Interdisciplinary Project ◽

And Training

Guided by the principles of digital game design, the author proposes a reformulation of the pedagogical objectives and focuses of the pedagogical graduate courses, especially in relation to internship and training stages, in a problem-solving model based on digital games intending to shift the formation of future teachers from an abstract model to a real-life-based problem, thus proposing guidelines for an interdisciplinary project. The chapter summaries this proposal enlisting the necessary structural changes needed to achieve this goal to guide those wishing to adjust their pedagogical projects in a way to insert the digital games as educational devices in their courses without having to remodel the entire existing course. An introduction to the problem is made, its theorical background presented, followed by a contextualization of the Brazilian educational area with the proposition delineated and a conclusion.

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