scholarly journals Collaborative Problem-Solving: The Journey of Dayton Catholic Elementary School

2000 ◽  
Vol 3 (3) ◽  
Author(s):  
Margaret Frey ◽  
Karyn Hecker ◽  
Delores Hardy ◽  
Shannon Herzog ◽  
Theresa Paulette ◽  
...  
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Collaborative Problem

scholarly journals RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL

2020 ◽  
Vol 9 (2) ◽  
pp. 183
Author(s):  
Johannis Takaria ◽  
Wahyudin Wahyudin ◽  
Jozua Sabandar ◽  
Jarnawi Afgani Dahlan
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
School Teacher ◽  
Learning Model ◽  
Collaborative Problem Solving ◽  
Mathematical Representation ◽  
Statistical Literacy ◽  
Study Program ◽  
Collaborative Problem ◽  
The Relationship

The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.

Assessing collaborative problem-solving skills among elementary school students

2021 ◽  
pp. 104313
Author(s):  
Matias Rojas ◽  
Miguel Nussbaum ◽  
Pablo Chiuminatto ◽  
Orlando Guerrero ◽  
Samuel Greiff ◽  
...  
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Collaborative Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Collaborative Problem

Collaborative Problem-Solving to Promote the Inclusion of Young Children with Significant Disabilities in Primary Grades

1997 ◽  
Vol 63 (2) ◽  
pp. 195-209 ◽  
Author(s):  
Christine U. Salisbury ◽  
Ian M. Evans ◽  
Mary M. Palombaro
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Young Children ◽  
Primary Grades ◽  
Collaborative Problem Solving ◽  
Significant Disabilities ◽  
Collaborative Problem ◽  
Teachers And Students ◽  
Teachers And Parents ◽  
Problem Solving Process

The installation of a collaboratively-based problem-solving process was undertaken over a 2-year period in an elementary school in which students with mild to profound disabilities were physically integrated. Teachers and students participated in collaborative problem-solving (CPS) process training sessions and then used CPS to identify and solve issues related to the physical, social, and instructional inclusion of students in the classroom. Data were collected to evaluate the process over a 24-month period in 12 different classrooms. Findings revealed that the CPS process was implemented as designed; teachers judged CPS to be easily incorporated into existing practices; and CPS promoted outcomes valued by administrators, teachers, and parents.

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