Trends in Problem-Solving Research: Twelve Recently Described Tasks

1971 ◽  
Vol 33 (2) ◽  
pp. 495-505 ◽  
Author(s):  
Glynn D. Coates ◽  
Earl A. Alluisi ◽  
Ben B. Morgan
Keyword(s):  
Problem Solving ◽  
Problem Difficulty ◽  
Problem Structure ◽  
Experimental Control ◽  
Reliability Sensitivity ◽  
Selection Of

Descriptions of the 12 problem-solving tasks developed since the last review (Ray, 1955) of chis topic indicate that the newer tasks are more sophisticated in design and provide for better experimental control than those used prior to 1953. Validity, reliability, sensitivity, trainability, problem structure, and problem difficulty are discussed as criteria for the selection of tasks to be used in studies of skilled problem-solving performance.

Problem Structure, Cognitive Level, and Problem-Solving Performance

1979 ◽  
Vol 10 (2) ◽  
pp. 135-146
Author(s):  
Harold C. Days ◽  
Gerald Kulm ◽  
Grayson H. Wheatley
Keyword(s):  
Mathematical Model ◽  
Problem Solving ◽  
Simple Structure ◽  
Complex Structure ◽  
Formal Group ◽  
Problem Difficulty ◽  
Problem Structure ◽  
Cognitive Level ◽  
Individual Interviews ◽  
Concrete Operational

Problem-solving processes used by concrete- and formal-operational eighth-grade pupils were investigated through the use of individual interviews. The problems selected had either a simple or complex structure. A mathematical model of a problem was used as the basis for defining it as having a simple or complex structure. Analysis of the protocols obtained in the interviews revealed that formal-operational pupils used a larger variety of processes than concrete-operational pupils, and that both groups used a larger variety of processes on the complex structure problems than on the simple structure problems. Finally, problem structure had a larger effect on problem difficulty in the formal group than in the concrete group.

PROFIL BERPIKIR REFLEKTIF SISWA SD DALAM PEMECAHAN MASALAH PECAHAN BERDASARKAN KEMAMPUAN MATEMATIKA

EDUKASI ◽  
2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Hery Suharna ◽  
Agung Lukito Nusantara ◽  
I Ketut Budayasa
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Elementary School Students ◽  
Reflective Thinking ◽  
Research Subjects ◽  
Math Skills ◽  
School Students ◽  
Calculation Skills ◽  
High Ability Students ◽  
Selection Of

The research reveals a profile of reflective thinking of elementary school students in problem solving fractions based on his mathematical abilities. The instruments used in data collection is Test Problem Solving (TPM), interview. Selection of research subjects in a way given test is based on the ability of mathematics, namely mathematical skills of high, medium and low and further categorized and taken at least 2 people to serve as subjects. The research objective is: describe the profile of reflective thinking that math skills of elementary school students High, medium, and low. Based on the results of the study found reflective thinking profile and high ability students were as follows: (a) the step to understand the problems students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (B) the planned step problem solving students have information/knowledge or data that is used to respond, comes from inside (internal) and can explain what has been done; (C) on measures to implement the plan in terms of information/knowledge or data used by students to respond, comes from inside (internal), could explain what has been done, realized the error and fix it, and communicate ideas with a symbol or image, and (d) the checking step back, namely information/knowledge or data that is used by students to respond, comes from inside (internal) and can explain what has been done. Profile of reflective thinking ability students lowly mathematics, namely: (a) at the stage of understanding the problem, students can determine known and asked in the problem, but the students' difficulties to explain the identification of the facts that have been done, the students explained the understanding vocabulary, and feel of existing data the matter is enough; (B) at the stage of implementing the plan, the students explained, organize and represent data on the issue, describes how to select the operation in solving a problem though students are not sure, and students' difficulty in explaining what he had done; (C) at the stage of implementing the plan, the student has information on calculation skills although the answer is not correct. Students difficulty in explaining about the skills calculations have been done, trying to communicate their ideas in the form of symbols or images, even if students rather difficult to describe, and realized there was an error when using a calculation skills and improve it; (D) at the stage of check, students' difficulties in explaining whether obtained estimates it approached, it makes senseKeywords: reflective thinking, problem solving, fractions, and math skills.

A Contingency Perspective on Effective Prototyping

1993 ◽  
Vol 8 (2) ◽  
pp. 99-109
Author(s):  
Oscar Gutierrez
Keyword(s):  
Project Management ◽  
Problem Solving ◽  
Organizational Support ◽  
Linear Problem ◽  
Systems Development ◽  
Social Mechanism ◽  
Contingency Perspective ◽  
Future Developments ◽  
Product And Process ◽  
Selection Of

Current demands on prototyping emphasize increasingly complex and dynamic applications that require sophisticated social mechanism and process enablers. However, much of the emphasis placed today in systems development under prototyping focuses on the supporting technology. The imbalance between product and process perspectives under this approach is explored. A view of prototyping effectiveness is presented in terms of non-linear problem solving, adequate technical and procedural solutions, and organizational support. Implications of this view are presented on the selection of prototyping techniques and on project management concerns. Future developments in prototyping practice are explored.

Student Perception, Mathematical Problem Solving, and Learning Disabilities

1997 ◽  
Vol 18 (1) ◽  
pp. 46-53 ◽  
Author(s):  
Marjorie Montague
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Student Perception ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Difficulty ◽  
Students With Learning Disabilities ◽  
Affect And Cognition ◽  
Perception Of Performance

The purpose of this article is to discuss student perception of mathematical problem solving. Findings from five studies measuring attitude toward mathematics, perception of performance, perception of the importance of mathematical problem solving, and perception of problem difficulty are presented and discussed. Additionally, the interaction of affect and cognition and the implications of this interaction for assessing and teaching mathematical problem solving to students with learning disabilities are discussed.

scholarly journals Estudio de la enseñanza de ecosistemas amazónicos a través de la metodología de aprendizaje basada en la resolución de problemas (ABRP)

2018 ◽  
Vol 22 ◽  
pp. 9
Author(s):  
Carlos Henrique Nascimento ◽  
Ires Paula de Andrade Miranda
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Primary School ◽  
School Environment ◽  
Problem Based Learning ◽  
Problem Formulation ◽  
Teaching Methodology ◽  
Second Phase ◽  
Two Phases ◽  
Selection Of

The purpose was to analyze the Problem-based learning (PBL) as a methodological alternative for primary school that favor learning about Amazonian ecosystems. This research is descriptive with a qualitative-quantitative approach. The study was carried out with students from the 9th year of primary school. The teaching methodology based on the PBL was applied in two phases: In the first phase, a test of previous conceptions was carried out in order to know the perception of the students on topics related to some units of landscapes of the Amazonian ecosystems. The second phase consisted of the implementation of the learning methodology in the school environment. Four different phases were established in the application: i) selection of topics; ii) problem formulation; iii) problem solving; iv) synthesis and evaluation. The data collection instruments used were: preconceptions test and skills chart. The results showed that after the application of the ABRP methodology, the cognitive recognition of the Amazonian ecosystems can be perceived in the students, reaching additional goals that the PCN establish.

scholarly journals Impact of Covid-19 on Business Industry and Management: Pandemic Challenges and Responses

2021 ◽  
Vol 9 (2) ◽  
Keyword(s):  
Problem Solving ◽  
Impact Assessment ◽  
Business Process ◽  
World Economy ◽  
Business Management ◽  
The Other ◽  
Problem Structure ◽  
Global Business ◽  
The World ◽  
The One

Covid-19 pandemic has created unprecedented interruption for the global business industry management. The world economy already facing a turbulent phase experienced the worst scenario in the view of this pandemic. Business management strategists and policymakers have been making an impact assessment to understand the problem structure of this worst possible pandemic situation. The present article tries to develop a viewpoint on Covid-19 impact on business industries and management. Further authors attempt to develop a problem-solving structure by discussing the best possible solutions to mitigate the fact on the one hand and facilitating the business process in various sectors such as business Industry, Marketing, finance, and health industries on the other.

Experimental Studies of the Mental Speed of Schizophrenics

1958 ◽  
Vol 104 (437) ◽  
pp. 1123-1129 ◽  
Author(s):  
Anne Broadhurst
Keyword(s):  
Reaction Time ◽  
Problem Solving ◽  
Motor Performance ◽  
Psychiatric Patients ◽  
Experimental Studies ◽  
Thought Processes ◽  
Mental Functioning ◽  
Experimental Conditions ◽  
Experimental Control ◽  
Schizophrenic Patients

It has been clinically observed that psychiatric patients in general (6, 11) and schizophrenic patients in particular (1, 4) show abnormalities of mental speed, being “retarded” or slower than normals on many measures. Confirmatory evidence on this point is to be found but much of the early work on speed of schizophrenic reactivity used measures of speed of motor performance (12, 13) or of reaction time under various conditions (6), ignoring more fundamental slowness of thought processes. The present studies are concentrated on the recent finding that schizophrenics show abnormally slow mental speed measured in a problem-solving situation (4, 18, 19). The aim of the investigation was to discover the exact conditions under which this abnormality appears, and, thence, by manipulating the experimental conditions, to be able to bring speed of mental functioning under experimental control. This paper describes the attempt to bring speed under control by means of drugs. A second paper (2) deals with the effect of practice upon mental speed.

Social Training for Adolescents: Making Positive Steps

1991 ◽  
Vol 8 (4) ◽  
pp. 183-193 ◽  
Author(s):  
Alan Ralph ◽  
Annette Spano ◽  
Heather Whitely ◽  
Linda Strong ◽  
Michael Parker ◽  
...  
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Single Case ◽  
Social Problem Solving ◽  
Training Process ◽  
Case Discussion ◽  
Teachers And Parents ◽  
Experience Difficulty ◽  
Selection Of

A rationale is provided for the development of a small group instructional approach to improving the competence of adolescents who reportedly experience difficulty making and maintaining friendships. Social problem-solving studies are briefly examined to provide support for such an approach, which is based on incorporating gradated in vivo assignments into the training process and using progress in these assignments as feedback for further assignment setting. The program, named STAMPS (Social Training for Adolescents: Making Positive Steps) is described in some detail and illustrated with data from a single case. Discussion deals with aspects of the program requiring further investigation, including the selection of peers as potential friends, and the need to modify the program to deal with broader adolescent issues including conflict with authority, teachers, and parents.

Problem Structure, Cognitive Level, and Problem-Solving Performance

1979 ◽  
Vol 10 (2) ◽  
pp. 135 ◽  
Author(s):  
Harold C. Days ◽  
Grayson H. Wheatley ◽  
Gerald Kulm
Keyword(s):  
Problem Solving ◽  
Problem Structure ◽  
Cognitive Level
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