The Road Ahead

2022 ◽  
pp. 255-272
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
The Road ◽  
Problem Solving Process ◽  
Problem Solvers

This chapter notes that most discussions around critical thinking and Socratic problem solving before this book was published described interactions between humans. However, as shown in this chapter, computers can not only automate the Socratic problem-solving process but can enhance its advantages for individuals, teams, and organizations in ways that only a computer can do. This chapter looks at eight ways that Socrates DigitalTM can be enhanced to create better solutions for problem solvers in less time.

Systems thinking, a consilience of values and logic

2005 ◽  
Vol 24 (4) ◽  
pp. 259-274
Author(s):  
Sameer Kumar ◽  
Thomas Ressler ◽  
Mark Ahrens
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Systems Thinking ◽  
Qualitative Reasoning ◽  
Colleges And Universities ◽  
Decision Makers ◽  
Modern World ◽  
Problem Solving Process ◽  
Problem Solvers

This article is an appeal to incorporate qualitative reasoning into quantitative topics and courses, especially those devoted to decision-making offered in colleges and universities. Students, many of whom join professional workforce, must become more systems thinkers and decision-makers than merely problem-solvers. This will entail discussion of systems thinking, not just reaching “the answer”. Managers will need to formally and forcefully discuss objectives and values at each stage of the problem-solving process – at the start, during the problem-solving stage, and at the interpretation of the results stage – in order to move from problem solving to decision-making. The authors suggest some methods for doing this, and provide examples of why doing so is so important for decision-makers in the modern world.

Mind Mapping for Critical Thinking

2016 ◽  
pp. 2032-2055
Author(s):  
Roxanne M. O'Connell
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Mind Mapping ◽  
Group Settings ◽  
Visual Technique ◽  
New Knowledge ◽  
Creative Problem ◽  
Problem Solving Process ◽  
Mind Maps ◽  
The Brain

Mind mapping is a visual technique that exploits the way we actually think—through synaptic connections and non-linear associations. Because mind mapping gives practitioners, be they professional or student, access to subconscious observations and connections, it is a powerful thinking tool, useful in a variety of situations in business and in education. This chapter focuses on how mind mapping fosters the kind of flexible and organic thinking vital to critical thinking and the creative problem-solving process. It explains what is at work in the brain as we create new knowledge and how mind mapping exploits these processes to gain intuitive and concrete understanding in situations requiring critical thinking. A step-by-step outline of how to mind map in both individual and group settings is followed by examples of mind maps from both business and education.

Critical Thinking and the Socratic Method

2022 ◽  
pp. 22-40
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Confidence Level ◽  
Socratic Method ◽  
Complex Problems ◽  
Computer Based ◽  
Problem Solvers ◽  
Combine Evidence

This chapter starts by answering the question, “What is critical thinking?” As it turns out, not everyone agrees on what critical thinking is. Nevertheless, researchers agree that critical thinking allows many people to reason together for solutions to complex problems. Also, in this chapter, the authors look at how computing capabilities enhance Socratic problem solving. A computer-based Socratic problem-solving system can keep problem solvers on track, document the outcome of a problem-solving session, and share those results with participants and a larger audience. In addition, Socrates DigitalTM can also help problem solvers combine evidence about their quality of reasoning for individual problem-solving steps and the overall confidence level for the solution.

The Prisoner Problem-a Generalization

2000 ◽  
Vol 93 (3) ◽  
pp. 192-193
Author(s):  
Gerald E. Gannon ◽  
Mario U. Martelli
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Classroom Teachers ◽  
Mathematics Students ◽  
High School Mathematics ◽  
Classic Problem ◽  
Look Back ◽  
Problem Solving Process ◽  
Problem Solvers

Problem solving is generally recognized as one of the more important functions of mathematics, and producing “problem solvers” is one of the more important jobs of a mathematics teacher. In most problemsolving strategies, the final step is taking a look back after the problem has been solved to see whether the problem and the solution can be generalized. We believe that most classroom teachers would agree that this step is often the most difficult one in the problem-solving process. Hence, our purpose here is to suggest a possible generalization to a classic problem, one that is inherently interesting and that has a solution that is within the reach of most high school mathematics students.

Writing About the Problem Solving Process to Improve Problem Solving Performance

2003 ◽  
Vol 96 (3) ◽  
pp. 185-187 ◽  
Author(s):  
Kenneth M. Williams
Keyword(s):  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
National Council ◽  
Instructional Programs ◽  
Principles And Standards ◽  
Problem Solving Process ◽  
Problem Solvers

Problem solving is generally recognized as one of the most important components of mathematics. In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics emphasized that instructional programs should enable all students in all grades to “build new mathematical knowledge through problem solving, solve problems that arise in mathematics and in other contexts, apply and adapt a variety of appropriate strategies to solve problems, and monitor and reflect on the process of mathematical problem solving” (NCTM 2000, p. 52). But how do students become competent and confident mathematical problem solvers?

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS MAHASISWA DALAM MEMECAHKAN MASALAH KALKULUS

2019 ◽  
Vol 8 (2) ◽  
pp. 279
Author(s):  
Yunis Sulistyorini ◽  
Siti Napfiah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Undergraduate Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Mathematical Abilities ◽  
Mathematical Problems ◽  
Problem Solving Process ◽  
Relationship Of ◽  
The Relationship

Berpikir kritis merupakan kemampuan yang dapat dipelajari dan dilatihkan agar mampu memecahkan masalah secara efektif. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis mahasiswa dalam memecahkan masalah kalkulus. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek dari penelitian ini adalah tiga orang mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang yang berkemampuan matematika tinggi. Instrumen yang digunakan yaitu soal pemecahan masalah Kalkulus dan pedoman wawancara. Instrumen dibuat untuk menggali kemampuan berpikir kritis mahasiswa dalam memecahkan masalah. Hasil penelitian menunjukkan bahwa subjek mampu menunjukkan kemampuan berpikir kritis yang tinggi. Hal ini ditunjukkan dengan terpenuhinya seluruh indikator kemampuan berpikir kritis dalam memecahkan masalah matematika yaitu menggunakan penalaran pada tahap memahami masalah, menganalisis keterkaitan masing-masing bagian dari keseluruhan untuk menghasilkan sistem yang kompleks pada tahap membuat perencanaan, menganalisis dan mengevaluasi fakta-fakta pada tahap melaksanakan perencanaan, dan menarik kesimpulan berdasarkan hasil analisis pada tahap memeriksa kembali. Walaupun ketiga subjek memenuhi keseluruhan indikator berpikir kritis, namun masing-masing subjek menunjukkan proses pemecahan masalah yang berbeda. Masalah open-ended dapat dipertimbangkan dalam melatihkan kemampuan berpikir kritis sekaligus mengakomodasi berbagai tingkatan akademik mahasiswa.AbstractCritical thinking is an ability that can be learned and trained to be able to solve problems effectively. This study aims to describe students' critical thinking skills in solving calculus problems. This type of study was descriptive qualitative research. The subjects were three undergraduate students of the IKIP Budi Utomo Malang Mathematics Education with high mathematical abilities. The research instruments were calculus problem solving questions and interview guidelines. The instruments used to explore students' critical thinking skills in solving problems. The results showed that subjects were able to demonstrate high critical thinking skills. This is indicated by the fulfillment of all indicators of critical thinking skills in solving mathematical problems, namely using reasoning at the stage of understanding the problem, analyzing the relationship of each part of the whole to produce a complex system at the stage of devising a plan, analyzing and evaluating the facts at the stage of carrying out the plan, and draw conclusions based on the results of the analysis at the stage of looking back. Although all three subjects fulfill all indicators of critical thinking skills, each subject shows a different problem solving process. Open ended problems can be considered to develop critical thinking skills while accommodating various academic levels of students.

scholarly journals Enhancing Creative Thinking In A Case-Based MBA Course

2004 ◽  
Vol 1 (3) ◽  
Author(s):  
Cynthia M. Newman
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Creative Thinking ◽  
Graduate Courses ◽  
Problem Solving Skills ◽  
Critical Thinking Ability ◽  
Analysis Process ◽  
Thinking Ability ◽  
Problem Solving Process ◽  
Case Based

Improving the critical thinking ability of students is a learning outcome of many undergraduate and graduate courses.  While case-based courses encourage higher order critical thinking, students still often become rote in the application of concepts and theories to problem-solving situations.  This paper presents an example of a graduate marketing MBA course that was revised by integrating the creative problem solving process with the traditional case analysis process in order to enhance student critical thinking and problem solving skills.

scholarly journals Mengembangkan Kemampuan Metakognisi Siswa Melalui Pembelajaran Matematika

2020 ◽  
Vol 10 (2) ◽  
pp. 1129-1137
Author(s):  
Ririn Aprianita
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Educational Institution ◽  
Mathematics Learning ◽  
Learning Mathematics ◽  
Problem Solving Process ◽  
Problem Solvers ◽  
Media And Technology ◽  
Career Skills

As part of an educational institution, teachers have the responsibility and important role to equip students with a variety of skills. Younger generation is now faced with the need for 21st century skills, commonly referred to as 21st century skills. These skills include learning and innovation skills, information, media, and technology skills, as well as life and career skills. Demands and challenges for students are no longer merely identifying the subject matter, but also having the ability to solve various problems related to the knowledge. One of the capabilities relevant to these needs is the ability of metacognition, namely the ability to: 1) plan problem solving strategies, 2) monitor the problem solving process, and 3) evaluate the results of problem solving. There are various reasons why this important metacognition ability is developed in students. By having good metacognition skills, students will be trained to be good problem solvers. This is because the ability of metacognition encourages students to be able to determine what strategies are appropriate and not in accordance with the problems faced. This ability also encourages students to conduct evaluations and improvements based on the results obtained. Considering the importance of metacognition abilities, each learning process is expected to be able to facilitate the development of these abilities, including mathematics learning. This paper tries to explain what is meant by metacognition abilities, what is important for students, and how the teacher's role in developing these abilities through learning mathematics.

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