scholarly journals Oblici tekstualiziranih zadataka množenja i dijeljenja i dječje strategije rješavanja

2012 ◽  
Vol 7 (1.) ◽  
Author(s):  
Josipa Rudić ◽  
Maja Cindrić
Keyword(s):  
Problem Solving ◽  
Problem Situation ◽  
Problem Situations ◽  
Universal Approach ◽  
Math Teaching ◽  
Children's Strategies

Contemporary approaches in math teaching emphasize the importance of problem solving in order to discover patterns, manage certain knowledge and acquire skills for modeling situations by using mathematical tools. Approaches to problem situation differ from one individual to another, and there is no universal approach that should be acquired. Individuals should rather develop skills related to resolving problem situations. Teacher's strategies, which are based on experience and knowledge, differ from children's strategies, so in other to avoid imposing personal strategies, teacher should be aware of the existence of different student strategies. This paper provides a preview of different situations related to multiplication and division that include integers and strategies the children use in solving the tasks.

In the classroom: Problem solving with number-picture problem situations

1962 ◽  
Vol 9 (3) ◽  
pp. 155-159
Author(s):  
Juliet Sharff
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Problem Situation ◽  
Factual Information ◽  
Number Concepts ◽  
Problem Situations ◽  
Level Number

The class was inspired by the weather to develop its first picture problem situation. The teacher sketched at the chalk-board in response to children's suggestions and guided them so that basic grade-level number concepts were included. For example, the first cooperative class sketch featured a snowy hill and boys and girls with sleds. All data are not pictured; some are provided as factual information. The sketch (Fig. 1) and some of the resulting number problems were similiar to the following.

Links to Literature: Using Representations to Explore Perimeter and Area

2001 ◽  
Vol 8 (1) ◽  
pp. 52-59
Author(s):  
Patricia S. Moyer
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Real Life ◽  
Problem Situation ◽  
Correct Operation ◽  
Problem Situations ◽  
Mathematical Problems ◽  
Mathematical Word Problems ◽  
Computational Processes

In an elementary school classroom, as in real life, the lines between the content areas should be blurred, particularly between mathematical problem solving and mathematical situations contextualized in good literature. For that reason, I always look for interesting books about mathematical situations. Why use children's literature to teach mathematics? A good story often places mathematical problems in the context of familiar situations and is similar to, yet a much more elaborate version of, mathematical word problems. Assertions that children's inability to solve word problems results from their inability to read or to compute effectively simply are not true. The problem is that children do not know how to choose the correct operation or sequence of operations to solve the problem. To solve a problem situation presented in words, children need to be able to connect computational processes with appropriate calculations. Their difficulties lie in the fact that children simply do not understand the mathematics well enough conceptually to make the connection with the problem- solving situation. Using books with authentic problem situations may help children see that learning computation serves a real-life purpose.

Implementing the Standards: Incorporating Mathematical Modeling into the Curriculum

1991 ◽  
Vol 84 (5) ◽  
pp. 358-365
Author(s):  
Frank Swetz
Keyword(s):  
Mathematical Modeling ◽  
Problem Solving ◽  
Original Problem ◽  
Problem Situation ◽  
Multistage Process ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
Problem Situations ◽  
Real World Problem ◽  
The Impact

In suggesting plans of action for the reform of mathematics education in North America, NCTM reports have focused strongly on the need to improve problem-solving skills and the need to “do” mathematics. Most recently, these goals have been reiterated and clarified in Curriculum and Evaluation Standards for School Mathematics (NCTM 1989). In discussing the impact of Standard 1: Mathematics as Problem Solving on students in grades 9-12, the report notes that students should be able to “apply the process of mathematical modeling to real-world problem situations” (p. 137). By using the phrase “apply the process of mathematical modeling,” the authors of this standard were most precise in their language. Mathematical modeling is a process and must be taught as a process. Certainly mathematical modeling involves problems, but it should not be considered as merely a collection of interesting problems and solution schemes. More important, modeling is a multistage process that evolves from the identification and mathematical articulation of a problem through its eventual solution and the testing of that solution in the original problem situation. The challenge for teachers is to understand this process of mathematical modeling and to apply it effectively in problem solving.

scholarly journals Using Classroom Video in Designing Open-ended Problem Situations

2021 ◽  
Vol 4 (1) ◽  
pp. p46
Author(s):  
Saastra Laah-On ◽  
Maitree Inprasitha ◽  
Kiat Sangaroon ◽  
Narumon Changsri
Keyword(s):  
Problem Solving ◽  
Lesson Plan ◽  
Video Recording ◽  
Sampling Technique ◽  
Teaching Approach ◽  
Classroom Teaching ◽  
Problem Situation ◽  
Open Approach ◽  
Problem Situations ◽  
Teacher Trainees

Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.

Toward Computational Fluency in Multidigit Multiplication and Division

2003 ◽  
Vol 9 (6) ◽  
pp. 300-305
Author(s):  
Karen C. Fuson
Keyword(s):  
United States ◽  
Problem Solving ◽  
Mental Model ◽  
The United States ◽  
Problem Situation ◽  
Computational Fluency ◽  
Whole Numbers ◽  
Problem Situations ◽  
Advanced Students ◽  
Mathematical Operations

Traditionally in the United States and Canada, students have first learned how to compute with whole numbers and then have applied that kind of computation. This approach presents several problems. First, less-advanced students sometimes never reach the application phase, so their learning is greatly limited. Second, word problems usually appear at the end of each section or chapter on computation, so sensible students do not read the problems carefully: They simply perform the operation that they have just practiced on the numbers in the problem. This practice, plus the emphasis on teaching students to focus on key words in problems rather than to build a complete mental model of the problem situation, leads to poor problem solving because students never learn to read and model the problems themselves. Third, seeing problem situations only after learning the mathematical operations keeps students from linking those operations with aspects of the problem situations. This isolation limits the meaningfulness of the operations and the ability of children to use the operations in a variety of situations.

Application of Problem Situations for the Development of Learning Skills in the Study of Natural Sciences

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
Margarita Slavova ◽  
Angel Slavchev
Keyword(s):  
Health Education ◽  
Personal Development ◽  
Logical Structure ◽  
Natural Sciences ◽  
Final Decision ◽  
Problem Situation ◽  
Learning Skills ◽  
Problem Situations ◽  
The Individual

The problem situation is one of the ways to form general learning skills in the study of natural sciences. It provides an opportunity to apply the individual approach, choosing a path for making a final decision and full personal development of the student. This article reviews the nature of the problem situation and learning skills, presents a classification of species and offers an example of use in teaching biology and health education - 7th grade to develop the skill of comparison. The article aims to guide teachers in the logical structure for creating a problem situation and the requirements for the content of individual elements. An option for linking it with a specific educational content is also shown.

Effective Problem-Solving

2017 ◽  
pp. 103-112
Author(s):  
David J. Kolko ◽  
Eric M. Vernberg
Keyword(s):  
Problem Solving ◽  
Problem Situation ◽  
Problem Solving Skills ◽  
Step Process ◽  
Problem Solve ◽  
Effective Problem

This chapter introduces problem-solving skills to children. The content includes an overview of identifying problems, determining options, and making decisions based on goals. Emphasis is placed on reviewing materials from the previous chapter regarding the role of thoughts and interpretations. These skills are generalized to various areas of the child’s life before being applied to fire-related situations. A multi-step process is introduced to help the child learn to, first identify problems and goals, then problem-solve and consider consequences. These skills are then practiced by applying them to a recent problem situation that the child experienced. Worksheets provided in the appendix are used to facilitate the implementation of these activities.

scholarly journals Change and improvement 50 years in the making: a scoping review of the use of soft systems methodology in healthcare

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Hanna Augustsson ◽  
Kate Churruca ◽  
Jeffrey Braithwaite
Keyword(s):  
Scoping Review ◽  
Assessment Tool ◽  
Soft Systems Methodology ◽  
Local Context ◽  
Problem Situation ◽  
Systems Methodology ◽  
Soft Systems ◽  
Problem Situations ◽  
Healthcare Settings

Abstract Introduction Improving the quality of healthcare has proven to be a challenging task despite longstanding efforts. Approaches to improvements that consider the strong influence of local context as well as stakeholders’ differing views on the situation are warranted. Soft systems methodology (SSM) includes contextual and multi-perspectival features. However, the way SSM has been applied and the outcomes of using SSM to stimulate productive change in healthcare have not been sufficiently investigated. Aim This scoping review aimed to examine and map the use and outcomes of SSM in healthcare settings. Method The review was based on Arksey and O’Malley’s framework. We searched six academic databases to January 2019 for peer-reviewed journal articles in English. We also reviewed reference lists of included citations. Articles were included if they were empirical studies focused on the application of SSM in a healthcare setting. Two reviewers conducted the abstract review and one reviewer conducted the full-text review and extracted data on study characteristics, ways of applying SSM and the outcomes of SSM initiatives. Study quality was assessed using Hawker’s Quality Assessment Tool. Result A total of 49 studies were included in the final review. SSM had been used in a range of healthcare settings and for a variety of problem situations. The results revealed an inconsistent use of SSM including departing from Checkland’s original vision, applying different tools and involving stakeholders idiosyncratically. The quality of included studies varied and reporting of how SSM had been applied was sometimes inadequate. SSM had most often been used to understand a problem situation and to suggest potential improvements to the situation but to a lesser extent to implement and evaluate these improvements. Conclusion SSM is flexible and applicable to a range of problem situations in healthcare settings. However, better reporting of how SSM has been applied as well as evaluation of different types of outcomes, including implementation and intervention outcomes, is needed in order to appreciate more fully the utility and contribution of SSM in healthcare.

Mental flexibility and problem solving in adult patients who present non-suicidal self-injury

2017 ◽  
Vol 41 (S1) ◽  
pp. S683-S684
Author(s):  
A.K. Garreto ◽  
J. Giusti ◽  
M. Oliveira ◽  
H. Tavares ◽  
D. Rossini ◽  
...  
Keyword(s):  
Problem Solving ◽  
Early Identification ◽  
Control Group ◽  
Major Depressive ◽  
Mental Flexibility ◽  
Problem Situations ◽  
Self Injury ◽  
Axis I ◽  
Competing Interest ◽  
Negative Feelings

IntroductionNon-Suicidal Self-Injury (NSSI) is considered a dysfunctional way of dealing with problem situations.ObjectiveThis study aimed to investigate the problem solving capacity in adults with NSSI compared to controls.MethodsThirty-three patients who sought treatment for NSSI (NSSI group) were compared with 33 individuals without psychiatric disorder (control group). We also investigated Axis I disorders, executive functions and problem solving capacity.ResultsIn both groups, the majority were women (77.25%) with a mean age of 30 years, and the beginning of NSSI behavior of 16 years. The most common NSSI behaviour was skin cutting, and the most common reason given for engaging in that behaviour was “to stop negative feelings”. The most common psychiatric comorbidities were major depressive disorder (60.6%). Compared to controls, the group with NSSI showed lower results in relation to problem solving capacity (P = 0.000) and mental flexibility (P = 0.007). Deficits in problem solving capacity may be a reflection of low mental flexibility of adults with NSSI. This may be a risk factor for the beginning of NSSI and the persistence of it in adulthood.ConclusionEarly identification and treatment focused on problem solving capacity during the adolescence may prevent the chronicity of NSSI.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Second-grade children solve problems

1966 ◽  
Vol 13 (4) ◽  
pp. 317-318
Author(s):  
Marvel Hess
Keyword(s):  
Problem Solving ◽  
Developmental Stages ◽  
Second Grade ◽  
Mathematical Language ◽  
Problem Situations

Number sentences interest and aid second- grade children in solving problems. A sequence of developmental stages enables children to acquire skills in translating problem situations into mathematical language. A brief description of activities in problem-solving follows.

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