scholarly journals Investigating Elementary Students’ Problem Solving and Teacher Scaffolding in Solving an Ill-Structured Problem

2020 ◽  
Vol 8 (4) ◽  
pp. 274
Author(s):  
Mi Kyung Cho ◽  
Min Kyeong Kim
Keyword(s):  
Problem Solving ◽  
Elementary Students ◽  
Mathematics Classroom ◽  
Problem Situation ◽  
Problem Solving Skills ◽  
Elementary School Mathematics ◽  
Related Information ◽  
Structured Problems ◽  
Access Information ◽  
Study Participants

This study investigated the features of elementary students’ problem solving skills, when teachers provide scaffolding in the process of solving an ill-structured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.

Promoting problem–solving skills through nonverbal problems

1969 ◽  
Vol 16 (1) ◽  
pp. 7-9 ◽  
Author(s):  
Cecil R. Trueblood
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Reading Ability ◽  
Poor Reader ◽  
Physical World ◽  
Essential Elements ◽  
Problem Situation ◽  
Problem Solving Skills ◽  
Elementary School Mathematics ◽  
The Poor

Solving verbal problems is considered to be a very important part of elementary school mathematics programs. This is based on the assumption that there will be transfer to solving problems faced by pupils in a variety of physical world situations. With textbook problems, the poor reader often cannot abstract the essential elements of a problem situation because of his low level of reading ability. The teacher therefore needs verbal problems that present less interference to the development of problem-solving skills.

scholarly journals Developing science students’ metacognitive problem solving skills online

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Rowan W. Hollingworth ◽  
Catherine McLoughlin
Keyword(s):  
Problem Solving ◽  
New England ◽  
Design Guidelines ◽  
First Year ◽  
Online Environment ◽  
Metacognitive Skills ◽  
Science Students ◽  
Problem Solving Skills ◽  
Structured Problems ◽  
Reflective Skills

<span>Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem-solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and ill-structured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.</span>

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.

Editorial: A Year Of Mathematics

1982 ◽  
Vol 75 (6) ◽  
pp. 434
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Bulletin Board ◽  
Problem Solving Skills ◽  
June July

This issue contains a colorful twelve-month calendar that can be posted on your bulletin board and used as a source of ideas and activities in your mathematics classroom. Every month features an assortment of interesting facts, birthdays of mathematicians, and a variety of problems whose solutions may require some ingenuity along with the application of mathematics. Some of the problems may require such problem-solving skills as searching for patterns, making tables, creating related problems, and so on. Answers for these problems will be included in the corresponding month’s issue of the journal; the May issue will contain the solutions for May, June, July, and August.

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.

Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner

2017 ◽  
Vol 40 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Heather Knox
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Metacognitive Skills ◽  
Problem Solving Skills ◽  
Gifted Learners ◽  
Solution Strategies ◽  
Multiple Strategies ◽  
Problem Solving Process ◽  
Metacognitive Ability

Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom can help students by clarifying their thought process while further developing content knowledge. Implementing writing can lead to increased understanding of the problem, identification of additional strategies that can be used to solve the problem, and reflective thinking during the problem-solving process. Reflective writing in mathematics can help students evaluate solution strategies and identify strengths and areas of improvement in their mathematical understanding.

Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented

1992 ◽  
Vol 8 (3) ◽  
pp. 139-145 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Integrated Approach ◽  
Large Impact ◽  
Enrichment Programs ◽  
Problem Solving Skills ◽  
Problem Situations ◽  
School And Community ◽  
Structured Problems

The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.

Reflect… for Better Problem Solving and Reasoning

1994 ◽  
Vol 41 (6) ◽  
pp. 334-338
Author(s):  
Stephen Krulik ◽  
Jesse A. Rudnick
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Heuristic Method ◽  
Problem Solving Skills ◽  
The Past ◽  
Step Model

During the past decade, many articles have been written and many speeches have been delivered about using the heuristic method in the mathematics classroom to improve the problem-solving skills of students. Pólya's plan for problem solving, whether in its original four-step model or in one of the modified versions found in contemporary textbooks, has proved to be an effective pedagogical way to improve students' problem-solving performance (Pólya 1980).

Teaching Problem Posing to Students With Learning Disabilities

2021 ◽  
pp. 073194872199311
Author(s):  
Xuan Yang ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Mathematics Classroom ◽  
Problem Posing ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Problem Solving Skills ◽  
Research And Teaching ◽  
Teaching Problem

During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective to improve students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing intervention in mathematics classroom for students with LDs.

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