Editorial comment: As we read

1969 ◽  
Vol 16 (1) ◽  
pp. 5-6
Keyword(s):  
Problem Solving ◽  
Editorial Comment ◽  
Mathematical Behavior

Rain is for feeling, sun is for warming, and problems are for solving! A meaningful problem cannot stand alone. It demands a solution and motivates the solver. The very essence of mathematical behavior is the solving of problems. The teacher of mathematics is faced with two questions when he considers the pedagogy of problem solving. How are meaningful problems developed? And how can a teacher foster good habits and techniques for problem solving? Exploration of these two questions generates the theme for this issue of The Arithmetic Teacher.

Editorial comment: As we read

1968 ◽  
Vol 15 (1) ◽  
pp. 3-4
Author(s):  
James E. Inskeep,
Keyword(s):  
High School ◽  
Problem Solving ◽  
Editorial Comment ◽  
Junior High School ◽  
Formal Education ◽  
Junior High ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Number Concepts

The child undergoes many dramatic changes d uring the course of his formal education. Nowhere is this so evident as in the transformation that takes place from the prima ry grades to junior high school. This issue of The Arithmetic Teacher is devoted to the dual theme of kindergarten-prima ry and junior high school mathema tics. For those who read cover-to-cover, the contrast in these two a reas will be most evident. The thrill of beginning number concepts coupled with the satisfaction of maturing mathematical problem solving will stand out in delightful juxtaposition.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Sign in / Sign up

Export Citation Format

Share Document