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 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.

Individualized Instruction in Problem Solving in Elementary School Mathematics

1973 ◽  
Vol 4 (1) ◽  
pp. 6-19
Author(s):  
Max Jerman
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
General Problem ◽  
Individualized Instruction ◽  
School Mathematics ◽  
Problem Solving Skills ◽  
Elementary School Mathematics

Some researchers have argued for the existence of general problem solving skills which when mastered are amenable to transfer to specific disciplines.

Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Gamification ◽  
2015 ◽  
pp. 472-487 ◽  
Author(s):  
Hui-Chun Chu ◽  
Chun-Ming Hung
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Learning Motivation ◽  
Control Group ◽  
School Students ◽  
Game Development ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Development Approach ◽  
Experimental Group

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

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.

The fourth operation is not fundamental—fractional numbers and problem solving

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Fractional Numbers ◽  
School Mathematics Curriculum

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

Developing Spatial Thinking In The Middle Grades: Designing A Space Station

1990 ◽  
Vol 37 (6) ◽  
pp. 59-63
Author(s):  
Barbara Moses
Keyword(s):  
Elementary School ◽  
Mathematics Curriculum ◽  
Space Station ◽  
Physical World ◽  
School Mathematics ◽  
Spatial Thinking ◽  
National Council ◽  
Elementary School Mathematics ◽  
Geometric Figures ◽  
Spatial Sense

The recently published Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics, Commission on Standards for School Mathematics 1989, 21) clearly states that educators should devote less attention to “ complex paper-andpencil computations” and “rote memorization of rules.” The time currently spent in the elementary school mathematics curriculum on these topics should instead be devoted to other areas, such as geometry and problem solving. Students should “visualize and represent geometric figures with special attention to developing spatial sense” and learn to appreciate “geometry as a means of describing the physical world” (p. 112). But elementary school mathematics textbooks typically contain few activities that deal with the development of spatial sense.

scholarly journals MENGEMBANGKAN BUDAYA BACA TULIS SEBAGAI PROSES MEMBENTUK KARAKTER

2019 ◽  
Vol 3 (1) ◽  
pp. 281
Author(s):  
Endang Fatmawati
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Strong Correlation ◽  
Reading Ability ◽  
Problem Solving Skills ◽  
Writing Ability ◽  
The World ◽  
Reading Culture ◽  
Character Reading

A strong correlation exists between reading ability and writing ability. Reading<br />is the window of the world. To produce quality writing then requires the process of<br />internalization of knowledge by reading. Reading can build a person’s character,<br />ranging from the appearance of taste, then there is interest, created habits, until<br />finally formed the character of reading. Subsequently writing becomes a process of<br />externalization of knowledge, from what is thought then poured it into writing. Writing<br />media can be either printed documents or through online documents. Thus, writing is<br />essentially a process of thinking. Critical thinking and problem-solving skills are the<br />outputs of competence that a person must have after he reads.<br />Keywords: reading, writing, character, reading culture,critical thinking

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