Second-grade children solve problems

1966 ◽  
Vol 13 (4) ◽  
pp. 317-318
Author(s):  
Marvel Hess
Keyword(s):  
Problem Solving ◽  
Developmental Stages ◽  
Second Grade ◽  
Mathematical Language ◽  
Problem Situations

Number sentences interest and aid second- grade children in solving problems. A sequence of developmental stages enables children to acquire skills in translating problem situations into mathematical language. A brief description of activities in problem-solving follows.

Mental flexibility and problem solving in adult patients who present non-suicidal self-injury

2017 ◽  
Vol 41 (S1) ◽  
pp. S683-S684
Author(s):  
A.K. Garreto ◽  
J. Giusti ◽  
M. Oliveira ◽  
H. Tavares ◽  
D. Rossini ◽  
...  
Keyword(s):  
Problem Solving ◽  
Early Identification ◽  
Control Group ◽  
Major Depressive ◽  
Mental Flexibility ◽  
Problem Situations ◽  
Self Injury ◽  
Axis I ◽  
Competing Interest ◽  
Negative Feelings

IntroductionNon-Suicidal Self-Injury (NSSI) is considered a dysfunctional way of dealing with problem situations.ObjectiveThis study aimed to investigate the problem solving capacity in adults with NSSI compared to controls.MethodsThirty-three patients who sought treatment for NSSI (NSSI group) were compared with 33 individuals without psychiatric disorder (control group). We also investigated Axis I disorders, executive functions and problem solving capacity.ResultsIn both groups, the majority were women (77.25%) with a mean age of 30 years, and the beginning of NSSI behavior of 16 years. The most common NSSI behaviour was skin cutting, and the most common reason given for engaging in that behaviour was “to stop negative feelings”. The most common psychiatric comorbidities were major depressive disorder (60.6%). Compared to controls, the group with NSSI showed lower results in relation to problem solving capacity (P = 0.000) and mental flexibility (P = 0.007). Deficits in problem solving capacity may be a reflection of low mental flexibility of adults with NSSI. This may be a risk factor for the beginning of NSSI and the persistence of it in adulthood.ConclusionEarly identification and treatment focused on problem solving capacity during the adolescence may prevent the chronicity of NSSI.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Quantitative vocabulary and problem solving

1967 ◽  
Vol 14 (4) ◽  
pp. 289-291
Author(s):  
W. J. Lyda ◽  
Frances M. Duncan
Keyword(s):  
Problem Solving ◽  
Second Grade ◽  
Training School ◽  
Direct Study ◽  
The Impact

While interpreting information on the arithmetic achievement in general and problem solving in particular of second-grade pupils at the Peach County Training School, we became concerned about the impact of direct study of quantitative vocabulary on the problem solving of second-grade pupils.

Introducing Division Through Problem-Solving Experiences

1991 ◽  
Vol 38 (8) ◽  
pp. 14-18
Author(s):  
Marilyn Burns
Keyword(s):  
Problem Solving ◽  
Problem Situations ◽  
Computational Procedures ◽  
Arithmetic Instruction

Teaching computational procedures has traditionally been the goal of instruction in arithmetic. Instruction usually moves from developing the concept to introducing the notation and then to teaching the algorithm. The emphasis is on having pupils learn to do calculations. Applications to problem situations follow.

In the classroom: Problem solving with number-picture problem situations

1962 ◽  
Vol 9 (3) ◽  
pp. 155-159
Author(s):  
Juliet Sharff
Keyword(s):  
Problem Solving ◽  
Grade Level ◽  
Problem Situation ◽  
Factual Information ◽  
Number Concepts ◽  
Problem Situations ◽  
Level Number

The class was inspired by the weather to develop its first picture problem situation. The teacher sketched at the chalk-board in response to children's suggestions and guided them so that basic grade-level number concepts were included. For example, the first cooperative class sketch featured a snowy hill and boys and girls with sleds. All data are not pictured; some are provided as factual information. The sketch (Fig. 1) and some of the resulting number problems were similiar to the following.

Language Connections in Mathematics: A Critical Part of Mathematics Instruction

1993 ◽  
Vol 41 (1) ◽  
pp. 8-12
Author(s):  
Lelon R. Capps ◽  
Jamar Pickreign
Keyword(s):  
Mathematics Instruction ◽  
Mathematical Language ◽  
Critical Part ◽  
Problem Situations

In 1973, Bruner maintained that teachers need clear and correct mathematical words to describe problem situations, to question students' unreasoned statements in mathematics, and to encourage students' further research and reading in mathematics. Bruner insisted that “good mathematical language challenges—relights the flame of curiosity” and further said that people use words to resolve puzzling situations. He suggested, however, that using words correctly in solving problems is not easy. To encourage students to speculate, teachers need to help them to understand the use of the words.

Coordinate Geometry: A Powerful Tool for Solving Problems

1990 ◽  
Vol 83 (4) ◽  
pp. 264-268
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
School Mathematics ◽  
Mathematical Problem Solving ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
Mathematics Standards ◽  
Problem Situations ◽  
Coordinate Geometry

In calling for reform in the teaching and learning of mathematics, the Curriculum and Evaluation Standards for School Mathematics (Standards) developed by NCTM (1989) envisions mathematics study in which students reason and communicate about mathematical ideas that emerge from problem situations. A fundamental premise of the Standards, in fact, is the belief that “mathematical problem solving … is nearly synonymous with doing mathematics” (p. 137). And the ability to solve problems, we are told, is facilitated when students have opportunities to explore “connections” among different branches of mathematics.

Links to Literature: Using Representations to Explore Perimeter and Area

2001 ◽  
Vol 8 (1) ◽  
pp. 52-59
Author(s):  
Patricia S. Moyer
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Real Life ◽  
Problem Situation ◽  
Correct Operation ◽  
Problem Situations ◽  
Mathematical Problems ◽  
Mathematical Word Problems ◽  
Computational Processes

In an elementary school classroom, as in real life, the lines between the content areas should be blurred, particularly between mathematical problem solving and mathematical situations contextualized in good literature. For that reason, I always look for interesting books about mathematical situations. Why use children's literature to teach mathematics? A good story often places mathematical problems in the context of familiar situations and is similar to, yet a much more elaborate version of, mathematical word problems. Assertions that children's inability to solve word problems results from their inability to read or to compute effectively simply are not true. The problem is that children do not know how to choose the correct operation or sequence of operations to solve the problem. To solve a problem situation presented in words, children need to be able to connect computational processes with appropriate calculations. Their difficulties lie in the fact that children simply do not understand the mathematics well enough conceptually to make the connection with the problem- solving situation. Using books with authentic problem situations may help children see that learning computation serves a real-life purpose.

Investigations: Vehicles for Learning and Doing Mathematics

1996 ◽  
Vol 178 (2) ◽  
pp. 35-49 ◽  
Author(s):  
Carole Greenes
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Solution Method ◽  
Professional Organizations ◽  
Mathematical Concepts ◽  
Educational Benefits ◽  
Problem Situations ◽  
Mathematics Educators ◽  
Solution Methods ◽  
Problem Solving Strategies

Professional organizations of mathematics educators and mathematicians are calling for major reforms in the teaching and learning of mathematics. Among those reforms are a shift in emphasis in curriculum from mastery of lists of unrelated mathematical concepts and skills to exploration of rich mathematical topics and problem situations, and a shift in learning from memorizing and replicating algorithmic procedures to investigating and solving complex problems. To help students achieve proficiency in solving problems, the curriculum must focus on development of the major concepts of mathematics, the enhancement and enlargement of students' repertoires of problem-solving strategies and reasoning methods, and the refinement of communication and collaboration skills. Because they present intriguing problems whose solutions or solution methods are not immediately obvious, and require the application of concepts from different areas of mathematics, and, in some instances, knowledge from other content areas, investigations are powerful vehicles for helping students achieve expertise in solving problems. The nature of investigations and their educational benefits are described. Three types of investigations, whimsical, real, and mathematical, are defined and illustrated. For each investigation, the mathematical content and problem-solving strategies are identified, and a solution method is presented. The responsibilities of the teacher, before, during and after an investigation are described.

Worry, Beliefs about Worry and Problem Solving in Young Children

2011 ◽  
Vol 39 (5) ◽  
pp. 507-521 ◽  
Author(s):  
Charlotte Wilson ◽  
Claire Hughes
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Social Problem ◽  
Social Problem Solving ◽  
Developmental Factors ◽  
Problem Situations ◽  
Negative Beliefs ◽  
Solution Generation ◽  
Adults And Children ◽  
Pathological Worry

Background: Childhood worry is common, and yet little is known about why some children develop pathological worry and others do not. Two theories of adult worry that are particularly relevant to children are Davey's problem-solving model in which perseverative worry occurs as a result of thwarted problem-solving attempts, and Wells’ metacognitive model, in which positive and negative beliefs about worry interact to produce pathological worry. Aims: The present study aimed to test hypotheses that levels of worry in young children are associated with poor or avoidant solution generation for social problems, and poor problem-solving confidence. It also aimed to explore beliefs about worry in this age group, and to examine their relationships with worry, anxiety and age. Method: Fifty-seven young children (6–10 years) responded to open ended questions about social problem-solving situations and beliefs about worry, and completed measures of worry, anxiety and problem-solving confidence. Results: Children with higher levels of worry and anxiety reported using more avoidant solutions in social problem situations and children's low confidence in problem solving was associated with high levels of worry. Children as young as 6 years old reported both positive and negative beliefs about worry, but neither were associated with age, gender, or level of anxiety or worry. Conclusions: Results indicate similarities between adults and children in the relationships between problem-solving variables and worry, but not in relationships between beliefs about worry and worry. This may be due to developmental factors, or may be the result of measurement issues.

Characteristics of Sedimentation Evolution Based on the Sequence Stratigraphic Frameworks in Shahezi Formation of Southern Xujiweizi Fault Depression

2014 ◽  
Vol 1010-1012 ◽  
pp. 1359-1364
Author(s):  
Ang Li ◽  
Lai Xing Cai ◽  
Shuang Liu ◽  
Qi Li
Keyword(s):  
Sequence Stratigraphy ◽  
Developmental Stages ◽  
Second Grade ◽  
Lake Basin ◽  
Sequence Stratigraphic ◽  
Sedimentary Evolution ◽  
Stratigraphic Framework ◽  
Stratigraphic Division ◽  
Facies Types ◽  
System Tracts

Many scholars in China introduced the theory of sequence stratigraphy,applying to Chinese continental fault depression lake, they have made a lot of achievements in scientific research. However, there are still a lot of controversy according to the establishment in Shahezi group of sequence stratigraphic framework in Xujiaweizi fault depression.Sequence boundary identification method in this paper is based on the “instruction of Vail’s sequence stratigraphy theory, identification of seismic unconformity, verification by using logging methords”. And, following the principle of isochronous ,sequence stratigraphic framework of this region is established clearly. The southern Xujiaweizi fault depression in Shahezi group is divided into 1 second grade sequence, in the interior distributed SQ1-SQ4 4 third grade sequences from the bottom. Developmental stages at the bottom of SQ1 and the top of SQ4, basin is small and water is shallow. However, Developmental stages in SQ2 and SQ3,water enters the lake basin continuously, formed a sedimentary background of “wide basin and deep water”. In addition, each of the three grade sequence has split structure, the lake transgressive domain and lake regression domain two system tracts. Besides, the reversed order para-sequence sets caused by the lake regression and progradation set on the positive para-sequence sets caused by the lake transgression and retrogradation. On the basis of sequence stratigraphic division and correlation, conbined with the regional construction and the supply of provenance ,the sedimentary sequence framework of evolution characteristics are studied.That fan delta,braided river delta, lacustrine are the main facies types in study area. Characteristics of sedimentary evolution there are like this: the characteristics of sedimentation evolution show framework controls sand, succession of evolution, separated-source sedimentary, contiguously distribution.

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