From Notes to Strings

2021 ◽  
Vol 114 (12) ◽  
pp. 956-963
Keyword(s):  
Problem Solving ◽  
Teacher Educator ◽  
Sense Making ◽  
Guided Notes ◽  
Support Students

Four teachers and a teacher educator move from guided notes to strings in a series of problems that support students in increased engagement, reasoning, sense making, and problem solving.

A Problem-Solving Alternative to Using Key Words

2005 ◽  
Vol 10 (7) ◽  
pp. 360-365
Author(s):  
Lisa L. Clement ◽  
Jamal Z. Bernhard
Keyword(s):  
Quantitative Analysis ◽  
Problem Solving ◽  
Key Words ◽  
Sense Making ◽  
Support Students

The pitfalls of using key words to support students when problem solving, and an alternative way (quantitative analysis) to support students' sense-making. Research from this article will show teachers how to use quantitative analysis to help guide problem solving in the classroom.

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

Formative Assessment in a Teacher Education Course

2020 ◽  
pp. 71-88
Author(s):  
Kerryn Dixon
Keyword(s):  
Critical Pedagogy ◽  
Formative Assessment ◽  
Student Teachers ◽  
Critical Literacy ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Assessment Practices ◽  
Literacy Teachers ◽  
Postgraduate Students ◽  
Support Students

Although many teachers are sympathetic to critical literacy's social justice agenda, they are often unsure about how to implement it in their classrooms. This is particularly so in contexts where increased accountability requires standardized forms of assessment. The challenge for teacher educators is to find ways to support student teachers and teachers who are new to critical literacy. The chapter focuses on how postgraduate students new to critical literacy learn to use this approach with young children. The chapter explicates the ways in which formative assessment is practiced as part of a critical pedagogy to support students' understandings of critical literacy, it describes how low-risk opportunities to put critical literacy into practice are provided, furthermore it considers the ways in which dialogue works to support inexperienced critical literacy teachers and finally examines the benefits of formative assessment practices within a critical pedagogy from a teacher educator perspective.

Popplet in Education

2022 ◽  
pp. 171-185
Author(s):  
Abir El Shaban
Keyword(s):  
Problem Solving ◽  
21St Century ◽  
Graphic Organizers ◽  
Teacher Educator ◽  
Mental Image ◽  
Web Based ◽  
Teaching Pedagogy ◽  
Present Information ◽  
Teachers And Students ◽  
Approach To Teaching

Aristotle once said, “The soul never thinks without a mental image.” From the author's experience as an ESL program director, ESL instructor, technology coach, and teacher educator, this saying is absolutely true. This chapter reviews an innovative web-based platform and a technology-based approach to teaching called Popplet that can be found at www.popplet.com. Popplet is a mind mapping application and a graphic organizer that allows teachers and students to create visually pleasing graphic organizers that integrate different features such as colors, texts, images, videos, and links to organize and present information. In addition to its use to enhance students' brainstorming, presentation, and discussion techniques, Popplet can also support the students' 21st century skills such as problem solving, critical thinking, and collaboration. This chapter will highlight some of Popplet's important features for teachers who would consider implementing it in their teaching pedagogy in the future.

Impact of authenticity on sense making in word problem solving

2007 ◽  
Vol 67 (1) ◽  
pp. 37-58 ◽  
Author(s):  
Torulf Palm
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Sense Making ◽  
Word Problem Solving

Making Sense of Instructional Devices: The Emergence of Transparency in Mathematical Activity

1998 ◽  
Vol 29 (2) ◽  
pp. 121-142 ◽  
Author(s):  
Luciano Meira
Keyword(s):  
Problem Solving ◽  
Linear Functions ◽  
Sense Making ◽  
Mathematical Activity ◽  
Input Output ◽  
Making Sense ◽  
Inherent Feature ◽  
Sociocultural Practices ◽  
8Th Graders ◽  
Access To Knowledge

This article examines the mathematical sense-making of children as they use physical devices to learn about linear functions. The study consisted of videotaped problem-solving sessions in which pairs of 8th graders worked on linear function tasks using a winch apparatus, a device with springs, and a computerized input-output machine. The following questions are addressed: How do children make sense of physical devices designed by experts to foster mathematical learning? How does the use of such devices enable learners to access selected aspects of a mathematical domain? The concept of transparency is suggested as an index of access to knowledge and activities rather than as an inherent feature of objects. The analysis shows that transparency is a process mediated by unfolding activities and users' participation in ongoing sociocultural practices.

Spinning the Cube with Technologies

2019 ◽  
Vol 112 (7) ◽  
pp. 551-554
Author(s):  
Lingguo Bu
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Classroom Teaching ◽  
Sense Making ◽  
Pedagogical Issues ◽  
The Rich ◽  
Physical Manipulation

The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (www.geogebra.org), and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.

Visualizing complexity

2004 ◽  
Vol 12 (2) ◽  
pp. 141-151 ◽  
Author(s):  
Barbara Mirel ◽  
Leif Allmendinger
Keyword(s):  
Problem Solving ◽  
Software Development ◽  
Sense Making ◽  
Complex Problems ◽  
Development Teams ◽  
Software Development Teams ◽  
Problem Solvers

In this paper, we look at experienced problem solvers who are experts in their own domains and who visually model the processes people use when they solve complex problems. Our hope is that improved problem models can inform software development teams and lead to better problem solving software. We discuss what to model – the interdependent data ordeals, wayfinding, and sense-making activities that make up patterns of inquiry. We propose a model, which describes how experts explore problem landscapes, putting information and their own conclusions together in different ways in order to satisfy contending goals and agendas.

Professional Development to Support Students’ Algebraic Reasoning: An Example from the Problem-Solving Cycle Model

2011 ◽  
pp. 429-452 ◽  
Author(s):  
Karen Koellner ◽  
Jennifer Jacobs ◽  
Hilda Borko ◽  
Sarah Roberts ◽  
Craig Schneider
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Algebraic Reasoning ◽  
Cycle Model ◽  
Support Students
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