Teaching Problem Solving Research Articles

Implementation and Results of a New Problem Solving Approach in Physics Teaching

Teaching problem solving is one of the most important topics of physics education while students have big troubles with physics problem solving. The aim of this research is to investigate the impact of extended problem-solving strategy instruction on the development of pre-service science teacher’s problem-solving, critical thinking, metacognitive awareness, and logical reasoning skills. Extended Problem-Solving Strategy has been developed for university physics courses by researcher. This strategy has importantance in terms of covering many previous strategies in physics education literature and including many new steps. The model of the research consisted of an experimental design with pre-test and post-test control groups. Pre-services randomly assigned to the experimental (N=30) and control groups (N=30). The results of the research indicate that the post scores of the experimental group students significantly higher than control group students after the implementations in terms of metacognitive awareness, critical thinking, problem solving and logical thinking skills.This research revealed the positive effects of the “Extended Problem-Solving Strategy” implementation in the physics course at the university level on the skills which are listed among the 21st Century skills and each of these skills affects the other skills positively

The attitude of senior high school teachers on mathematical problem solving

Teacher attitude toward mathematical problem solving and its learning process is very influential on the teaching of problem solving in classroom. There have been many research experts who focus on research about teachers attitude toward mathematics in general, but they rarely sees how the teachers attitude toward mathematical problems solving and its learning process. This study aims to answer both that questions. The research type is qualitative with survey method. Three mathematics teachers from three different schools were selected as research subjects. Teaching videos of each teacher, questionnaires, and interviews with open questions were used as instruments to see the attitude. Each teacher was given a questionnaire on teachers attitude toward mathematical problem solving and its learning process, after which the teachers was also interviewed. Based on the research process, it can be concluded there are three categories of teacher attitude level toward mathematical problem solving and its learning process: good, very good, and excellent.

İBTİDAİ SİNİFLƏRDƏ MƏSƏLƏ HƏLLİNİN ÖYRƏDİLMƏSİ YOLLARI

İBTİDAİ SİNİFLƏRDƏ MƏSƏLƏ HƏLLİNİN ÖYRƏDİLMƏSİ YOLLARI

Beliefs, knowledge, teaching practice: three factors affecting the quality of teacher’s mathematical problem-solving

Teacher knowledge and beliefs are known to play crucial roles in shaping teacher teaching practice regarding mathematical problem-solving. Thus, assessing the teacher’s quality of mathematical problem-solving can be traced through such three factors. This paper aimed at exploring the elements of mathematics-related beliefs, mathematics problem-solving knowledge for teaching, and problem-solving-based teaching practice needs to be improved by mathematics teachers. Some empirical findings of assessing those three factors from a two-year research project involving a total of 288 teachers from primary and secondary school on teacher’s problem-solving were presented as the manifestation of teacher quality regarding mathematical problem-solving. More specifically, the teachers participating in such a research project were indicated to have beliefs about nature of mathematics, mathematics teaching and mathematics learning ranging from Instrumentalist view to problem-solving view. Also, it was found that teacher problem-solving content knowledge such as knowledge of mathematics problem and problem-solving strategies was insufficient to hold a problem-solving instruction. Furthermore, the teacher’s teaching practice, assessed by observing how the teacher participants guide their students to solve a mathematics problem following Polya’s four stages of problem-solving, range from directive to consultative teaching. In sum, beliefs, knowledge, and teaching practice are discussed as three interdependent factors which determine the quality of teacher’s mathematical problem-solving.

Examining the Effects of Using Polya’s Problem- solving Model on Mathematical Academic Achievement and Analyzing Ability of the Fourth Grade Students

The study sought to investigate the effects of Polya’s Problem-Solving Model (PPSM) on learning achievement and analyzing ability in mathematics of fourth grade students. The sample of 32 students out of three sections was selected purposively as the subject of the study. Pretest and posttest one-group experimental design, achievement test and time series record were used to collect data. The collected data were analyzed using descriptive statistic and t-test. The t-test analysis revealed a statistical significant difference between the mean scores of in favor of posttest (M=13.78; SD=3.02) than the pretest (M=6.66; SD=2.44) at p=.00, indicating the improvement in the mathematical academic achievement using PPSM. Moreover, the time series record also showed that there was significant progression in the performances of the students after the inclusion of the PPSM. Thus, this study recommends the implementation of PPSM as an alternative method of instruction in teaching and learning of mathematical problem solving.

A protocol analysis of use of forward and backward reasoning during valuation problem solving

PurposeBehavioural studies of valuers have suggested that valuers rely on a number of cognitive strategies involving reasoning and intuition when undertaking a valuation task. However, there are few studies of the actual reasoning mechanisms in valuation. In other fields, much attention has been paid to forward and backward reasoning, as this shows the choices and decisions that are made in undertaking a complex task. This paper studied this during a valuation task. The purpose of this paper is twofold: first, to develop a methodological approach for empirical research on valuers’ reasoning, and, second, to report expert-novice differences on valuers’ use of forward and backward reasoning during a valuation problem solving.Design/methodology/approachThe study utilised a verbal protocol analysis (VPA) to elicit think-aloud data from a purposive sample of a group of valuers of different levels of expertise undertaking a commercial-valuation task. Through a content analysis interpretive strategy, the transcripts were analysed into different cognitive segments identifying the forward and backward reasoning strategies.FindingsThe findings showed that valuers accomplished the valuation task by dividing the overall problem into sub-problems. These sub-problems are thereafter solved by integrating available data with existing knowledge by relying more on forward reasoning than backward reasoning. However, there were effects associated with the level of expertise in the way the processes of forward and backward reasoning are used, with the expert and intermediate valuers being more thorough and comprehensive in their reasoning process than the novices.Research limitations/implicationsThis study explores the possibility that forward and backward reasoning play an important role in commercial valuation problem solving using a limited sample of valuers. Given this, data cannot be generalised to all valuation practice settings but may motivate future research that examines the effectiveness of forward and backward reasoning in diverse valuation practice settings and develops a holistic model of valuation reasoning.Practical implicationsThe findings of this study are applicable to valuation practice. Future training efforts need to evaluate the usefulness of teaching problem solving and explicitly recognise forward and backward reasoning, along with other problem-solving strategies uncovered in this study, as standard training strategies for influencing the quality of valuation decisions.Originality/valueBy adopting VPA, this study employs an insightful and rich dataset which allows an interpretation of thoughts of valuers into cognitive reasoning strategies that provide a deeper level of understanding of how valuers solve valuation problem; this has not been possible in previous related valuation studies.

Some critical reflections on the special issue: Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving

Some critical reflections on the special issue: Collaboration in the 21st century: The theory, assessment, and teaching of collaborative problem solving

Ladders for Learning: Is Scaffolding the Key to Teaching Problem-Solving in Technology-Mediated Learning Contexts?

The success of innovative teaching/learning approaches aiming to foster problem solving in management education depends on useful and easy-to-use IT components in the learning process. However, the complexity of problem solving in self-regulated learning approaches may overwhelm the learner and can lead to unsatisfying learning outcomes. Research suggests the implementation of technology-enhanced scaffolds as a mechanism to guide the learners in their individual problem-solving process to enhance their learning outcomes. We present a theoretical model based on adaptive structuration theory and cognitive load theory that explains how technology-enhanced scaffolding contributes to learning outcomes. We test the model with a fully randomized between-subject experiment in a flipped classroom for management education focusing on individual problem solving. Our results show that technology-enhanced scaffolding contributes significantly to the management of cognitive load as well as to learning process satisfaction and problem-solving learning outcomes. Thereby, our paper provides new conceptual and empirically tested insights for a better understanding of technology-enhanced scaffolds and their design to assist problem solving and its respective effects in flipped classrooms for management education.

Student perceptions regarding the command and problem solving teaching styles in the dance teaching and learning process

ABSTRACTThe spectrum of Teaching Styles (TS) provides a solid theoretical foundation for teaching Physical Education. It is common for teachers to use directive styles that do not meet program requirements. This is further accentuated in the case of dance, to the detriment of the development of emotional and cognitive factors. This study investigates the use of the Command TS compared to the Problem Solving TS. A total of 50 students participated in the study, based on a Communication Channels questionnaire and semi-structured interviews. The ANOVA indicates that there are highly significant differences (p-value ≤ 0.01) between the means of the TS analyzed, and cognitive participation is greater in the case of the Problem Solving TS. Frequency scores indicate that the Problem Solving TS is preferred by students (76.47%). Qualitative analysis of the interviews demonstrated that students prefer the Problem Solving TS because it gives them greater freedom to work at their own pace, contributing to the development of creativity, cooperative work and dynamism. In the case of the Command TS, students indicated a lack of practice and confidence as the reason behind their choice.

Teachers’ Behaviors, Epistemological Beliefs, and Their Interplay in Lessons on the Topic of Problem Solving

In this article, a theoretically derived grid is presented combining Polya’s phases of the problem-solving process with the way in which teachers emphasize their students’ strategic diversity in problem solving. It is used to categorize previous results from the literature. In an empirical part, the grid is also used to describe mathematics teachers’ behaviors in lessons on the topic of problem solving. Additionally, these teachers’ beliefs regarding mathematics and problem solving have been obtained with interviews. Comparisons of the teachers’ behavior and their beliefs reveal the importance of beliefs in the context of teaching for problem solving.

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

AbstractAcquiring the skills needed to solve certain types of problems is one of the main challenges of distance university education, demanding extra motivation from students to tackle it. New technology should be one of our great allies in addressing these problems. This article proposes an expert system with a web‐based problem‐solving simulator for a multidevice environment in order to allow students to access an unlimited number of problems with their corresponding solutions, immediately, anytime and anywhere. The types of problems that can be used are those based on quantitative methods with a fixed methodology to be followed. A successful case study was carried out for the subject Operations Management at the Distance University of Madrid (UDIMA), with three different problem simulators having been developed. The results were very satisfactory compared with previous academic years in terms of motivation. A decrease in students that did not sit the final examination was observed, as was an increase in the number of visits to the Moodle classroom. Students also responded positively in their assessments of the initiative.

PERANCANGAN APLIKASI MOBILE LEARNING BERBASIS ANDROID DI SMK NEGERI 6 PADANG

Mobile Learning was a learning approach that implicates the mobile devices like smartphone, PDA, tablet PC which the learner was able to access the material, instruction, and application that were relevant to the lesson without being constrained by space and time wherever or whenever they were. Mobile Learning was one of alternative for problem solving in education which comprises the problem of distribution access for education content, content quality, and others. Then, in order to strengthen the source of information for the user and minimized the cost toward the access of that education content. The new inovation for system of study that based on application in systematically and structured as the interactive media for student of learning process in SMK Negeri 6 Padang. This application could be the appropriate solution for learning in the school and minimize the incorrectness. The design of this system was implementationed by using language of program PHP 7.3.0 with MYSQL of database. In order to design this system involved Used Case Diagram, Activity Diagram, Context Diagram, Flowmap, Normalization, and Entity Relationship Diagram. This system was involved at least 3 users that are Administrator, Teacher, and Student. The registered users have right to access for the system by login with using username and password. This application was designed by using mini server Raspberry Pi 3 model B+ on the web server which based on Moodle, and platform android as the application for client.Keywords: Mobile Learning, Android, PHP, MYSQL, Moodle.

THE INTEGRATION OF A PROBLEM-SOLVING FRAMEWORK FOR BRUNEI HIGH SCHOOL MATHEMATICS CURRICULUM IN INCREASING STUDENT’S AFFECTIVE COMPETENCY

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.

More confusion and frustration, better learning: The impact of erroneous examples

Prior research suggests students can sometimes learn more effectively by explaining and correcting example problems that have been solved incorrectly, compared to problem-solving practice or studying correct solutions. It remains unclear, however, what role students' affect might play in the process of learning from erroneous examples. Specifically, it may be that students experience greater confusion and frustration while studying erroneous examples, but that their confusion and frustration lead to greater learning. We analyzed student log data from previously published research comparing erroneous example instruction of decimal number mathematics to problem-solving instruction in a computer-based intelligent tutoring system. We created and applied affect detectors for a combination of confusion and frustration (“confrustion”) and compared the role of confrustion across conditions. As predicted, students in the erroneous example condition experienced greater confrustion while working through the instructional materials. However, contrary to predictions, confrustion was negatively correlated with posttest and delayed posttest performance across conditions, though less so for the erroneous example condition. Given that students in the erroneous example condition performed better on the delayed posttest than students in the problem-solving condition, it appears they learned more despite also experiencing greater confrustion rather than because of it. Results suggest that learning from erroneous examples may be an inherently more confusing and frustrating process than traditional problem solving. More generally, this research demonstrates that logging student actions at a step-by-step problem-solving level and analyzing those logs to infer affect can be a powerful way to investigate learning.

Problem posing in the context of teaching for advanced problem solving

Three teams of pre-service mathematics teachers were engaged in an assignment of designing teaching sequences aimed at empowering high-school students to understand solutions to International Mathematics Olympiad problems. The assignment was rich with problem-posing opportunities. The data – the sequences, posed problems and reflections – were analyzed in order to reveal the underlying structure of the participants' problem-posing experiences. The findings support two conclusions. First, problem posing in mathematics teacher education can be promoted a-didactically, as an implicit objective of an activity having teaching for problem solving as an explicit goal. Second, problem posing that requires pre-service teachers to cope with mathematics that is challenging for them, provides rich learning opportunities and can result in worthwhile posed problems.

Problem Çözme Yönteminin Öğretmen Adaylarının Akademik Başarısı ve Bilimsel Süreç Becerilerine Etkileri

Nowadays, it is not enough for future teachers if they are only equipped with abilities and scientific skills, they need to apply their knowledge to real-world inside and outside the classroom. In fact, the previous studies report their low knowledge in understanding science. This research aims to improving students’ academic achievement and Science Process Skills (SPS) through Problem Solving Instruction (PSI), and analyzing the correlation between both dependent variables. Quasi-experimental design was conducted for six weeks at Universitas Muhammadiyah Ponorogo, Indonesia. Forty-eight prospective elementary teachers completed Academic Achievement Test (AAT) and SPS Test (SPST). The reliability coefficient Cronbach alpha of both tests was .81 and .86, respectively. Data were analyzed by using N-gain score, Mann-Whitney U test and Spearman’s rho correlation at significance level .05. The findings indicate that there is significant difference on academic achievement and science process skills between experimental and control group in favor of experimental group students, and there is a strong positive and significant correlation between both dependent variables. We recommend to the teachers to use PSI as a tool to promote students’ scientific skills and abilities to satisfactory performance in order to respond fast changes in 21st century learning.

QEOSA: A Pedagogical Model That Harnesses Cultural Resources to Foster Creative Problem-Solving.

The nature of creative thinking is complex and multifaceted, often involving cognitive processes and dispositions modulated by implicit cultural belief systems and ways of thinking. In this article, we build on existing research on the relations of creative thinking and culture, and explore how specific cultural resources can be harnessed to foster creative problem-solving in education. We first review the recent changes in our understanding of creative thinking, from an exclusive focus on cognitive processes to a more inclusive view of creative problem-solving as socially negotiated and culturally modulated, carrying important cultural functions. We then introduce a pedagogical model, QEOSA, to illustrate how cultural resources, particularly culture-specific ways of thinking about the world, can be harnessed to foster creative thinking in education, and what developmental and pedagogical considerations are involved to make it effective. We finally conclude this article by indicating the value of this line of work that integrates psychological, cultural, developmental, and educational principles in fostering the development of a creative mind-set with relevant knowledge, skills, dispositions, and values.

Thematic problem solving: a case study on an approach to teaching problem solving in undergraduate mathematics

Specialist mathematics, statistics and operational research (MSOR) programmes are recognised as intellectually demanding, and require students to formulate, abstract, and solve mathematical problems in a rigorous way. The process of developing the skills to do this well and communicate results can be challenging for learners as it requires a deep understanding of themes in mathematics as well as methods for solving problems. In this article we demonstrate how elements of Freudenthal’s Realistic Mathematics Education can be applied to teaching problem solving in undergraduate mathematics programmes. We describe an approach that moves away from standard practices and goes beyond problem solving methods to develop an understanding of common themes in mathematics.

Problems Faced by Primary School Teachers While Teaching Problem-Solving Skills and Suggestions for Solution

The aim of this study is to determine problems faced by primary teachers while teaching students’ ability to solve problem, identify causes, and suggest solutions to solve these problems. The study has a qualitative design. Study group of this study was consisted of 60 primary school teachers working in elementary schools in Kırşehir city center. Participants were selected with convenient random sampling method. The data of the study was collected through interview form with open-ended questions. In the result of the study, it is determined that the most common problems teachers facing while teaching problem-solving skills are student based. It is figured out that the most important problems are grouped into three groups as "student-based", "program-based" and "teacher-based

StomieCare : un programme d’intervention psycho-éducationnelle individuelle à composantes cognitivo-comportementales pour des patients opérés d’un cancer du rectum avec stomie temporaire

Notre recherche visait à développer et mettre en place un programme d’intervention psychosociale individuelle à l’attention des personnes opérées d’un cancer du rectum avec stomie temporaire. Cet article présente la structure et le contenu de ce programme d’intervention psycho-éducationnelle qui est une adaptation du programme développé et validé par Dolbeault et al. (2009) auprès de femmes atteintes d’un cancer du sein. Ce programme s’inspire largement des techniques cognitivo-comportementales et comprend des discussions thématiques autour de problèmes communs, d’apport d’informations et d’apprentissage de techniques (résolution de problème, restructuration cognitive). Il cible plus particulièrement les besoins psychosociaux des patients et vise à favoriser l’expression des émotions, à réguler la détresse émotionnelle et à restaurer l’image du corps et la qualité de vie de ces sujets. Ce programme, dont la validité a été mise à l’épreuve et sera présentée dans un article à venir, a suscité un vif intérêt chez les patients qui y ont participé et devrait pouvoir être généralisé à tout sujet volontaire opéré d’un cancer du rectum avec stomie temporaire. Worldwide, colorectal cancer is one of the most commonly diagnosed cancers. For locally advanced rectal cancer, the standard treatment is rectal excision with or without preoperative chemoradiotherapy. Anastomotic leakage is one of the most important early complications and is associated with high morbidity and mortality rates. Temporary/protective stoma is recommended to prevent anastomotic leakage. Despite its clinical benefits, stomas unavoidably affect patients’ physically, psychologically and socially. In the context of cancer care, psychosocial interventions are valuable complements to physical treatments to help minimize stress, improve quality of life and reduce depression. The literature review performed by Hoon et al. (2013) revealed that very few studies (n = 11) focused on psychological interventions for colorectal cancer patients (with or without stoma). Educational interventions and cognitive-behavioral therapy were the two most commonly used psychosocial interventions. Regarding educational interventions, we performed a systematic review of the educational interventions on colorectal cancer patients with stoma. We noted that most interventions and evaluations were focused on stoma self-management and very few on psychosocial skills (Faury et al., 2017). Concerning the cognitive-behavioral therapies for colorectal cancer patients, their primary objectives are to implement lifestyle interventions to modify diet, exercise, smoking and alcohol consumption, to manage symptoms and fatigue, and to adjust weight control behaviors (Hoon et al., 2013). As part of our research project, we have developed an individual psychosocial intervention for people with rectal cancer and temporary stoma during and after their surgical treatment period. The main objective of our research was to study the effects of this type of intervention on variables such as psychological distress, quality of life, and body image through a randomized study comparing a treatment group to a control group. This article describes the structure and the content of this intervention, which is an adaption of the psycho-educational intervention developed by Dolbeault et al. (2009) for French women with breast cancer after the end of their treatment period. Largely based on cognitive-behavioral techniques, it consists of thematic discussions, information and education, and teaching problem solving and cognitive restructuring. It specifically targets emotional needs and body image. The program included three individual sessions with a psychologist (45 to 60 min): the first session was performed during the first hospitalization (rectal excision with temporary stoma); the second during the second hospitalization (stoma reversal operation) and the third, one month after the stoma reversal operation. The topics of these interventions were: the meaning of cancer and its treatments (session 1); the effects of cancer and its treatments on quality of life and self-esteem (session 2); the effects of a reversal stoma operation on patients’ life and uncertainty management (session 3). At the end of each session, a drawing of the person, which is a real clinical tool, was used in order to allow patients to discuss their perception of their body. The purpose of this article is to help other clinicians who want to help patients with rectal cancer and temporary stoma, since patient satisfaction appears to be very high.