Cartoon Corner: Problem-Solving Perseverance Pays Off

2014 ◽  
Vol 19 (6) ◽  
pp. 330-332
Keyword(s):  
Problem Solving ◽  
Full Page ◽  
Long Division

A cartoon that explores long division is coupled with a full-page activity sheet.

From the classroom: The trouble with long division

2010 ◽  
Vol 16 (9) ◽  
pp. 516-520
Author(s):  
Patricia A. Sellers
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Grade Level ◽  
Fourth Graders ◽  
University Mathematics ◽  
University Mathematics Education ◽  
Ready To Learn ◽  
Long Division

The fourth graders were ready to learn long division; however, their teachers were hesitant to begin the unit—just as they are every year. In a grade-level meeting with the school's math consultant, the teachers voiced their typical concerns. The math consultant was a university mathematics education professor spending a semester of sabbatical working with teachers to find ways to help elementary-aged students get excited about doing math and about learning to make sense of math through problem-solving activities.

Fractions and Long Division Predict Success in High School Mathematics

2013 ◽  
Vol 20 (2) ◽  
pp. 69-71
Keyword(s):  
High School ◽  
Mathematics Education ◽  
Problem Solving ◽  
Writing Process ◽  
Mathematical Practice ◽  
School Mathematics ◽  
High School Mathematics ◽  
Long Division

This department publishes brief news articles, announcements and guest editorials on current mathematics education issues that stimulate the interest of TCM readers and cause them to think about an issue or consider a specific viewpoint about some aspect of mathematics education. This month in the Coaches' Corner, take a closer look at CCSS Standard 3 for Mathematical Practice, Explain and Justify. Coaches may want to demonstrate the integration of math and writing with Speak, Write, Reflect, Revise, a five-step approach for integrating problem solving and the writing process.

Letters to the Editor

1990 ◽  
Vol 21 (1) ◽  
pp. 91
Author(s):  
Ian Isaacs ◽  
John Sweller ◽  
Elizabeth Owen
Keyword(s):  
Problem Solving ◽  
Division Algorithm ◽  
Letters To The Editor ◽  
Trigonometric Identity ◽  
Tunnel Vision ◽  
Long Division ◽  
Problem Solving Strategy ◽  
Problem Solvers ◽  
Solving Strategy ◽  
Problem Solving Task

Elizabeth Owen and John Sweller (JRME 20 (3), 322–328) made the observation that novice problem solvers are so preoccupied with using means-end strategies when solving “transfonnation” types of problems that they cannot spare any thought for an overview of the total problem. This leads them to suggest that it might be counterproductive to teach this problem-solving strategy. This tunnel-vision behaviour is quite common for most beginners learning a complex task, whether it is a psychomotor skill (like learning to drive a car), an algorithmic task (such as learning the traditional long division algorithm), or a novel problem-solving task (for example, verifying a trigonometric identity). In all three learning situations the novice needs to practise the required skills in various contexts to be able to transfer them eventually to other contexts. For transfer to take place effectively, the novice has to apply these skjlls in the new context under the guidru1ce of a skilled tutor, who makes the Ieamer aware of the similarities and differences between the new context and that in which the ski ll was initially acquired and the resulting modifications required to carry out the present task effectively.

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.

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