The Pizza Problem: A Solution with Sequences

2008 ◽  
Vol 14 (3) ◽  
pp. 176-181
Author(s):  
Kathryn G. Shafer ◽  
Caleb J. Mast
Keyword(s):  
Problem Solving ◽  
Education Majors ◽  
Preservice Education ◽  
Fall Semester ◽  
Mathematics Educator ◽  
Class Discussions

As a mathematics educator working with preservice education majors, one of my primary goals is to provide students with problem-solving experiences. This is accomplished through the use of the “problem of the week,” or POW. Each problem is selected with a different strategy in mind. The students work independently on one problem each week; suggestions and class discussions then occur when necessary. About a month into the fall semester, I assign the Pizza problem.

Selecting and Sequencing Students' Solution Strategies

2016 ◽  
Vol 23 (4) ◽  
pp. 226-234 ◽  
Author(s):  
Erin M. Meikle
Keyword(s):  
Problem Solving ◽  
Solution Strategies ◽  
Class Discussions ◽  
Challenging Tasks ◽  
Whole Class ◽  
Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

By Way of Introduction

1984 ◽  
Vol 31 (6) ◽  
pp. 1
Author(s):  
David E. Williams
Keyword(s):  
Problem Solving ◽  
Mathematics Educator

Previous focus issues of the Arithmetic Teacher have concentrated on topics very appealing to mathematics educator. Last year, the focus was on microcomputer, and problem solving was featured in a focus. issue the year before.

scholarly journals SPS-Bansho untuk Meningkatkan Aktivitas Belajar Matematika Peserta Didik SMPN 18 Tangerang

2021 ◽  
Vol 8 (2) ◽  
pp. 79-93
Author(s):  
Dyah Sinto Rini
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Best Practice ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Class Discussions ◽  
Structured Problem Solving

This article is a best practice implemented by applying the learning model of SPS-Bansho (Structured Problem Solving using Bansho) at SMPN 18 Tangerang. This best practice has succeeded in increasing students’ mathematics learning activities during the learning process. The observation sheet was used to observe the students’ mathematics learning activities. All indicators of students’ mathematics learning activities were observed during the learning process. Students were challenged more to ask questions during a group or class discussions. They were able to respond to their friends' opinions well, participate in groups, and help friends in completing assignments. Students presented their work in front of the class, and they could summarize the material they have learned.  

Problem Solving for Teachers

1980 ◽  
Vol 28 (2) ◽  
pp. 48-50
Author(s):  
Mordecai Zur ◽  
Fredrick L. Silverman
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Training Programs ◽  
Preservice Education ◽  
Mathematical Content ◽  
Teacher Training Programs

Many teacher training programs in mathematics education have a weakness in common, namely, concentration on skills at the expense of thinking. This is true for both facets of the preservice education of mathematics teachers, for mathematical content and for pedagogy.

The Power of Two: Linking Mathematics and Literature

2005 ◽  
Vol 10 (8) ◽  
pp. 394-399
Author(s):  
Ron Zambo
Keyword(s):  
Elementary Schools ◽  
Middle Schools ◽  
Graduate Education ◽  
Mathematics Instruction ◽  
Focal Point ◽  
Education Majors ◽  
Content Areas ◽  
Mathematics Educator ◽  
Interesting Story

One of my interests as a mathematics educator is helping teachers learn how to integrate mathematics instruction with other content areas. I like to demonstrate how an interesting story can be used as the focal point for a series of mathematics explorations. In that context, I have read A Grain of Rice (Pittman 1986) over the last several years to many undergraduate and graduate education majors, teachers at middle schools and elementary schools, and groups at mathematics conferences. Each time, I have enjoyed reading the story, the audience has enjoyed hearing the story, and they have been interested in the related mathematics activities.

scholarly journals The challenges of changing teaching assistants’ grading practices: Requiring students to show evidence of understanding

2018 ◽  
Vol 96 (4) ◽  
pp. 420-437 ◽  
Author(s):  
Emily Marshman ◽  
Ryan Sayer ◽  
Charles Henderson ◽  
Edit Yerushalmi ◽  
Chandralekha Singh
Keyword(s):  
Problem Solving ◽  
Physics Education ◽  
Teaching Assistants ◽  
Introductory Physics ◽  
Grading Practices ◽  
Written Responses ◽  
Physics Courses ◽  
Class Discussions ◽  
Problem Solving Process ◽  
Similar Solutions

Teaching assistants (TAs) are often responsible for grading in introductory physics courses at large research universities. Their grading practices can shape students’ approaches to problem solving and learning. Physics education research recommends grading practices that encourage students to provide evidence of understanding via explication of the problem-solving process. However, TAs may not necessarily grade in a manner that encourages students to provide evidence of understanding in their solutions. Within the context of a semester-long TA professional development course, we investigated whether encouraging TAs to use a grading rubric that appropriately weights the problem-solving process and having them reflect upon the benefits of using such a rubric prompts TAs to require evidence of understanding in student solutions. We examined how the TAs graded realistic student solutions to introductory physics problems before they were provided a rubric, whether TAs used the rubric as intended, whether they were consistent in grading similar solutions, and how TAs’ grading criteria changed after discussing the benefits of a well-designed rubric. We find that many TAs typically applied the rubric consistently when grading similar student solutions, but did not require students to provide evidence of understanding. TAs’ written responses, class discussions, and individual interviews suggest that the instructional activities involving the grading rubrics in this study were not sufficient to change their grading practices. Interviews and class discussions suggest that helping TAs value a rubric that appropriately weights the problem-solving process may be challenging partly due to the TAs’ past educational experiences and the departmental context.

Much of What I Needed to Know I Learned by Teaching Mathematics

1999 ◽  
Vol 4 (8) ◽  
pp. 500-502
Author(s):  
C. Patrick Collier
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Teaching Mathematics ◽  
Current Role ◽  
Mathematics Educator ◽  
Mathematics Classrooms ◽  
University Of Wisconsin ◽  
The University

What would you say if asked to deliver a commencement address and could not refuse? I found myself trying to answer that question. The only parameters were to keep it to ten minutes or less and make it appropriate to the occasion. I knew that it had to reflect my concept of education as a lifelong endeavor, that it had to reflect my experience as a mathematics educator, and that it should contain some of the important themes from my work with problem solving for teachers. As I composed the speech, I recalled how the elements of problem solving extend far beyond the mathematics classrooms. I have gotten very positive responses from people who are familiar with the current role of problem solving in the mathematics curriculum and from those who respond to the more general themes. I gave this address on 16 May 1998 at the University of Wisconsin—Oshkosh. It has also appeared in the June 1998 issue of Intersection, a newsletter published monthly by the NCTM and the Exxon Education Foundation.

scholarly journals Perceived problem solving skills: As a predictor of prospective teachers’ scientific epistemological beliefs

2016 ◽  
Vol 11 (3) ◽  
pp. 111
Author(s):  
Senar Temel
Keyword(s):  
Problem Solving ◽  
Prospective Teachers ◽  
Epistemological Beliefs ◽  
Applied Problem ◽  
Regression Analyses ◽  
Problem Solving Skills ◽  
Fall Semester ◽  
Academic Year ◽  
Correlational Model

This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner and Petersen (1982) and adapted into Turkish by Savaşır and Şahin (1997) to determine their level of perceived problem solving skills. Also their epistemological beliefs were determined by using The Scientific Epistemological Beliefs Survey which was developed by Pomeroy (1993) and adapted into Turkish by Deryakulu and Hazır Bıkmaz (2003). The correlational model was used in this study. Obtained data were analyzed by regression analyses and results were discussed.

Teaching as Creative Problem-Solving

2020 ◽  
pp. 213-216
Author(s):  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Problem Definition ◽  
Assessment Tools ◽  
Creative Problem Solving ◽  
Class Discussions ◽  
Creative Problem ◽  
Problem Solving Process ◽  
Goals And Objectives ◽  
Design And Construction

This concluding chapter argues that teaching requires and exemplifies creative problem-solving. Designing a course and syllabus, aligning exams and assignments with course goals and objectives, planning lectures and class discussions, motivating students, developing grading rubrics and assessment tools, using technology—these and other aspects of teaching require problem definition and problem-solving. The chapter considers how one might implement problem-solving approaches not just in the design and construction of courses but also in how they are being taught. Furthermore, the chapter explores ways in which teachers can cultivate students' ability to experiment, imagine, and reflect. Helping students identify problems worth solving and how the problem-solving process can be molded for them is also discussed. Finally, the chapter considers how teachers can support their critical and creative thinking as they engage in problem-solving activities and projects.

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