scholarly journals Using Mindfulness/Contemplative Practices to Help Students Focus in Mathematics Classrooms

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Mary B. Walkins
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Deep Breathing ◽  
Contemplative Practices ◽  
Mathematics Classrooms ◽  
Class Time ◽  
Regular Class ◽  
Class Period ◽  
The One ◽  
Survey Responses

Can using mindfulness/contemplative practices help students become mindful, focused, and present in the mathematics classroom? In this study, mindfulness/contemplative practices were used in the mathematics classroom to determine if students were encouraged to be mindful, focused, and present or engaged in problem solving. During class time, students engaged in the following 2 contemplative practices: a “Mindful Minute of Deep Breathing” and “Beholding the Mathematics”. The one minute of mindful Deep Breathing took place usually at the beginning of class. Then, during a regular class period, students used Beholding to look more deeply at topics, probe questions, and investigate answers to questions. The survey responses indicated that the mindfulness/contemplative practices were very useful in the mathematics classroom to help students to be mindful (both inside and outside of the classroom), focus on the mathematics taught, and be present or engaged in the problem solving.   

scholarly journals Students’ Reflections on Dispositions in a Mathematics Classroom

2021 ◽  
Vol 6 (18) ◽  
pp. 61-78
Author(s):  
Teoh Sian Hoon ◽  
Parmjit Singh ◽  
Mazlini Adnan ◽  
Koo Ah Choo
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Publishing House ◽  
Mathematical Problem ◽  
Reflective Journal ◽  
Mathematics Classrooms ◽  
Mathematical Problems ◽  
International Publishing ◽  
Journal Entries ◽  
Open Access Article

This study investigated students' dispositions. It is a qualitative study that analyzes students' reflective journal entries. It captured students’ dispositions and described how the reflective activities influence their engagement mathematical problem-solving. The findings showed that the students considered the mathematical problems were challenging to them, but their positive dispositions kept them engaged in learning. Engagement through effort and thinking algebraically with teachers' guidance was the crucial first steps in problem-solving. Results from this study provide educators with a wealth of knowledge to develop learning dispositions that will encourage active thinking and engagement among students in mathematics classrooms.                                                                Keywords: reflection; disposition; mathematics; engagement eISSN 2514-7528 © 2021 The Authors. Published for AMER ABRA CE-Bs by E-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer-review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians / Africans / Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/jabs.v6i18.384

Connecting Research to Teaching: Affective Responses to Problem Solving

1993 ◽  
Vol 86 (9) ◽  
pp. 761-763 ◽  
Author(s):  
Douglas B. McLeod
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Affective Responses ◽  
School Mathematics ◽  
Affective Reactions ◽  
Reform Mathematics ◽  
Mathematical Ideas ◽  
Mathematics Classrooms ◽  
The Future ◽  
Nonroutine Problems

The vision of the mathematics classroom that IS presented 1n the Natwnal Council of Teachers of Mathematics's Curriculum and Eualuation Standards for School Mathematics (1989) has inspired many of us to want to change the way in which we teach. We want to pose challenging problems, to see our students work cooperatively, and to have productive discussions with students about significant mathematical ideas. But as Ball and Schroeder have pointed out, that vision is “much more difficult to realize than to endorse” (1992, 69). We will encounter many difficulties as we move toward that ideal classroom of the future; getting students to respond positively to nonroutine problems or other tasks that require higher-orderthinking skills is one difficulty that teachers often face. Research suggests that students' affective reactions to nonroutine problems can be a source of both difficulty and support as we work to reform mathematics classrooms.

A Community-School Problem-Solving Approach to the Drug Situation

1974 ◽  
Vol 4 (2) ◽  
pp. 157-168
Author(s):  
Donald J. Wolk ◽  
Anthony J. Tomanio
Keyword(s):  
Problem Solving ◽  
Drug Use ◽  
School Community ◽  
Community School ◽  
Personal Learning ◽  
School Problem ◽  
School And Community ◽  
Problem Solving Process ◽  
The One ◽  
Full Day

The following paper describes a program designed to involve school and community persons in an action-oriented problem-solving process related to increased drug use in the schools. A total of 104 persons attended the one full day and two followup sessions. Results from three evaluative methods revealed that participants experienced personal learning, increased understanding and sensitivity to others; and they examined, evolved and worked on concrete plans to resolve identified school-community problems related to drugs and communication. Recommendations for future programs are stated.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals Policy integration, problem-solving, and the coronavirus disease crisis: lessons for policy design

2022 ◽  
Author(s):  
Martino Maggetti ◽  
Philipp Trein
Keyword(s):  
Problem Solving ◽  
Policy Design ◽  
Policy Instruments ◽  
Policy Integration ◽  
Catching Up ◽  
The World ◽  
Integration Problem ◽  
The One ◽  
Integrated Response ◽  
Crisis Responses

Abstract The coronavirus disease pandemic has exposed differences in the capacity of governments around the world to integrate and coordinate different policy instruments into a coherent response. In this article, we conceptualize and empirically examine policy integration in responses to the coronavirus disease crisis in 35 countries. We then discuss how the interplay between restrictions, health protection, and economic policy has been articulated between, on the one hand, a policy design based on the complementarity of pro-public health and pro-economy measures, implying an integrated response, and, on the other, a policy design based on the perception of an inherent trade-off between the two. Finally, we discuss three implications from our analysis of policy integration against the coronavirus disease crisis for the post-COVID state: (a) the normalization and adaptation of integrated crisis responses; (b) the possible acceleration and “catching up” of problem-solving capacity as governments may use the crisis as an instance to put into place new social policies; and (c) policy integration as an accelerator of policy complexity and resistance against technocracy in the post-COVID state.

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.

Flipping the Classroom

2019 ◽  
pp. 85-107
Author(s):  
Kamiya Abdulkhakimova
Keyword(s):  
Problem Solving ◽  
Learning Style ◽  
Research Question ◽  
Law Schools ◽  
Reading And Writing ◽  
Class Time ◽  
Language Class ◽  
Socratic Seminars ◽  
Language Classroom ◽  
New Material

The chapter explores and describes the use of flipping the classroom approach in a Kazakhstani university language class. Flipping the classroom means that students gain first exposure to new material outside of class, depending on the preferred learning style it happens via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem solving, discussion, or debates. The idea that lies behind this approach is not new. However, the access to these reading and writing materials using digital technology is relatively new. The research question of this study was, How does flipping the classroom work in the language classroom? In law schools, for example, the approach was a traditional way of teaching in which students prepared ahead of time to participate in Socratic seminars.

Cultivating curiosity

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Conflict Resolution ◽  
Problem Solving ◽  
Standardized Testing ◽  
Creative Problem Solving ◽  
Creative Project ◽  
Creative Problem ◽  
The One ◽  
Natural Way

“I wonder . . .” This simple phrase projects an openness to pos­sibilities. It reveals a readiness to contemplate. It suggests a will­ingness to explore and be momentarily confused. When we cultivate curiosity in our classes, we enter into a world of possibility, and we invite our students to join us: • “What would happen if . . . ?” • “How could we solve this problem?” • “What might be a reason that happened?” • “Can you imagine why he said that? What might he have meant?” • “How would you explain her idea?” Whether in the classroom or in the teachers’ lounge, showing interest in another’s ideas can prompt mutual wondering. Being curious about what and how others think can be a purposeful attitude. Curiosity invites questions: “How did you figure that out?” “What made you decide on that choice?” When we release ourselves from the “one answer” orienta­tion that standardized testing can produce, we spark vibrancy in our students. Creative problem- solving can become a habit of mind, a natural way to think. Whether the problem is tangible or imagined, opening students’ minds to “What else could it be?” can enliven their interest in learning and their fascination with their own minds. Whether in the context of a lesson, a creative project, or a conflict resolution, cultivating curiosity can open us to questions we may never have asked and understandings we may never have imagined.

Computational Thinking and Mathematics

2016 ◽  
pp. 853-865
Author(s):  
Thiago Schumacher Barcelos ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Basic Education ◽  
National Curriculum ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Educational Systems ◽  
Curriculum Guidelines ◽  
And Mathematics ◽  
The One

On the one hand, ensuring that students archive adequate levels of Mathematical knowledge by the time they finish basic education is a challenge for the educational systems in several countries. On the other hand, the pervasiveness of computer-based devices in everyday situations poses a fundamental question about Computer Science being part of those known as basic sciences. The development of Computer Science (CS) is historically related to Mathematics; however, CS is said to have singular reasoning mechanics for problem solving, whose applications go beyond the frontiers of Computing itself. These problem-solving skills have been defined as Computational Thinking skills. In this chapter, the possible relationships between Math and Computational Thinking skills are discussed in the perspective of national curriculum guidelines for Mathematics of Brazil, Chile, and United States. Three skills that can be jointly developed by both areas are identified in a literature review. Some challenges and implications for educational research and practice are also discussed.

scholarly journals Social justice in the mathematics classroom

2016 ◽  
Author(s):  
Pete Wright
Keyword(s):  
Social Justice ◽  
Research Group ◽  
Mathematics Classroom ◽  
Participatory Action ◽  
Procedural Understanding ◽  
Classroom Activities ◽  
Mathematics Classrooms ◽  
Teacher Researchers ◽  
Factual Recall ◽  
Supportive Nature

Despite increases in educational attainment in London, too many mathematics lessons remain focused on factual recall and procedural understanding, resulting in disaffection among learners. This study reports on the establishment of a research group, comprising five teacher researchers and myself, which aimed to challenge this situation through adopting a participatory action research methodology. By planning, teaching, and evaluating innovative classroom activities, the group demonstrated how making mathematics more relevant and meaningful can enhance students' engagement and agency. The collaborative and mutually supportive nature of the group developed teacher researchers' self-efficacy in addressing issues of social justice in their mathematics classrooms.

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