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).

Mountain Descent1

2019 ◽  
pp. 66-67
Author(s):  
K. B. E. E. Eimeleus
Keyword(s):  
Problem Solving ◽  
Problem Solving Skills ◽  
The Past

This chapter deals with skiing down. It requires practice, agility, determination, and quick problem-solving skills, because a fortuitous outcome on the descent often relies on proficient control over one's skis. In the past, there were two methods for skiing down, although one is already outmoded; nonetheless, it is worthwhile to become acquainted with both. The first one is risky, because if one breaks a pole during the process, they are bound to fall. Thus, this first method is only used on very hard snow. Another style, formulated in the Telemark region of Norway, is embraced universally these days wherever skiing is practiced as a form of sport.

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.

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.

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.

Psychotherapy for Adults Within a Problem-Solving Framework: Focus on Depression

1990 ◽  
Vol 4 (3) ◽  
pp. 247-256 ◽  
Author(s):  
Arthur M. Nezu ◽  
Christine M. Nezu ◽  
Michael G. Perri
Keyword(s):  
Problem Solving ◽  
Treatment Guidelines ◽  
Unipolar Depression ◽  
Social Problem Solving ◽  
Problem Definition ◽  
Problem Solving Therapy ◽  
Problem Solving Skills ◽  
The Past ◽  
Systematic Training ◽  
Clinical Considerations

Programs designed to help people cope more effectively with stressful life situations via training in social problem-solving skills have increased over the past decade. This article focuses specifically on problem-solving therapy for unipolar depression and provides a brief description of treatment guidelines for conducting psychotherapy with adult depressives. This therapy approach entails systematic training in the following five problem-solving processes: problem orientation, problem definition and formulation, generation of alternatives, decision making, and solution implementation and verification. Additionally, various clinical considerations concerning this treatment model are highlighted.

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.

Math Pairs—Parents as Partners

1992 ◽  
Vol 40 (1) ◽  
pp. 10-12
Author(s):  
Susan R. O'Connell
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Critical Role ◽  
Primary Concern ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
College Park ◽  
Teaching Problem ◽  
Problem Solvers

The need for students to be effective problem solvers is a primary concern of today's mathematics educators. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) views problem solving as “a process that should permeate the entire program and provide the context in which concepts and skills can be learned”(p.23). The recognition of the critical role of problem solving in today's mathematics classroom challenges teachers to develop creative and effective ways to bolster students' problem-solving skills. At Hollywood Elementary School in College Park, Maryland, a program titled” Math Pairs—Parents as Partners” was developed in an attempt to tap available resources to meet the challlenge of teaching problem solving in mathematic.

scholarly journals Learning of Mathematical Concepts in Relation to Spatial Ability and Problem Solving Skills among Secondary School Pupils

2017 ◽  
Vol 6 (1) ◽  
pp. 106
Author(s):  
J. Shakila
Keyword(s):  
Problem Solving ◽  
Secondary School ◽  
Mathematics Classroom ◽  
Mathematics Learning ◽  
Integrated Approach ◽  
Transmission Model ◽  
Mathematical Concepts ◽  
Problem Solving Skills ◽  
Constructive Process ◽  
Secondary School Pupils

<div><p><em>Mathematics with all its branches plays an important role in everyday life. It is created to investigate the whole range of knowledge. Learning mathematics is basically a constructive process, which means that pupils gather, discover, create mathematical knowledge and skills mainly in the course of some social activity that has purpose consequently mathematics classroom instruction should move away from the information transmission model. Meaningful and authentic context should play a crucial role in mathematics learning and teaching, therefore, we need an integrated approach to mathematics teaching.</em></p><p><em>Problem solving is an integral part of developmental activities and provides opportunities for children to practice what they have learned by applying their learning situations. The amount of practice needed by any learner is reduced if he understands the concepts and skills to be practiced. How can we make our students good problem solvers in mathematics? This is possible only when we make mathematics education more meaningful and interesting. Mathematical abilities like logical thinking, rational reasoning, concentration of mind, orderly presentation, precision and accuracy, analytical and inductive skills, and above all general problem solving abilities. So the present study is intended to learning of mathematical concepts in relation to problem solving skills among secondary school pupils.</em></p></div>

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