Teaching Problem Solving in Mathematics

2004 ◽  
Vol 10 (6) ◽  
pp. 302-309
Author(s):  
Larry Buschman
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Mathematics Instruction ◽  
Teaching Problem ◽  
Teacher's Perspective

Teachers face many challenges when attempting to teach problem solving to young children. This article examines these challenges from a classroom teacher's perspective and suggests ways to facilitate reform in mathematics instruction.

Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

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.

Activities: Teaching Problem-Solving Skills

1984 ◽  
Vol 77 (9) ◽  
pp. 694-699
Author(s):  
Oscar F. Schaaf
Keyword(s):  
Problem Solving ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
Problem Solving Skills ◽  
Stress Problem ◽  
Teaching Problem

The recommendations for school mathematics contained in the Agenda for Action stress problem solving as the focus of mathematics instruction.

View box exercises for teaching problem solving in radiology

1977 ◽  
Vol 128 (2) ◽  
pp. 271-272 ◽  
Author(s):  
RE Miller ◽  
BJ Andrew
Keyword(s):  
Problem Solving ◽  
Teaching Problem

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

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