Problem-solving Strategies Research Articles

How story problems strengthen arithmetic problem-solving strategy sophistication: Evidence from a learning trajectory teaching experiment in kindergarten

BackgroundThe sophistication of young children's arithmetic problem-solving strategies can be influenced through experience and instructional intervention. One potential pathway is through encountering story problems where the location of the unknown quantity varies. AimsThe goal of the present study is to characterize how arithmetic problem-solving strategy sophistication can evolve through opportunities to solve story problems. SampleWe used microgenetic principles to guide the coding of arithmetic problem-solving behavior (8843 attempts) across three timescales (time within-session, attempt to solve, and between sessions) for nine story problem structures (N = 40, 19 girls). Data come from a teaching experiment conducted in a Mountain West US state in Spring 2018. MethodsWe employed a Bayesian hierarchical ordinal regression with a nine-level response variable. The model contained fixed effects for session, attempt, story problem structure; a smooth time within session effect; and random effects for student, instructor, and equation. ResultsOur analysis indicates which transitions from less to more sophisticated strategies are better supported by additional attempts to solve the same problem vs. additional instructional sessions. Strategy sophistication also varied by the location of the unknown quantity (result unknown, find difference, start unknown), but not operation (join, separate, part-whole). ConclusionsIf confirmed by other studies, including experiments, what teachers offer children in terms of learning opportunities (more attempts within the same problem or more problems across work sessions) should vary based on the transition they are making.

Engineering education challenges and strengths: reflecting on key-stakeholder's perspectives

We live in a society in constant scientific and technological change, where engineering education is required to develop the competences needed for future engineers to be able to respond to the complex and interdisciplinary problems that arise from this. It is no longer enough just to provide updated scientific and technological training to students, but it is also required to articulate the needs of society with the design of the curriculum and the expectations of the different stakeholders. The present paper's goal is to present the perceptions about engineering education through the lens of different institutional stakeholders, following a qualitative design study, through semi-structured interviews with seven key-stakeholders representing different scientific and professional institutions. These interviewees play an important role in the definition of guidelines for the engineering profession and in (re)thinking curricula reflecting the interaction with society, training and research. In this sense, it aims to explore the following objectives: (i) to know the perception about the profession, the profile of engineers and the engineering curricula; (ii) to identify the challenges posed to engineers in the job market and in society, today and in the future; and (iii) to reflect on a desirable profile to be attained by engineering students at the end of their Higher Education path. From the interviewees' perspective, competences development effectively involves learning approaches that realize which problem-solving strategies, concepts and capacities for social action should be developed in students, which are not restricted to disciplinary or specific content, but which allow (de)constructing curricula that reflect the different needs of society. In fact, as well as including the point of view of renowned international associations, this article reinforces the idea that the integration of science, technology, engineering and maths (STEM) into curricula is not only a challenge, but also a growing and inevitable phenomenon in response to society's needs. The curriculum, the competences to be privileged, the importance of interdisciplinarity, and the contribution of STEM and STEAM approaches from an integrated engineering perspective are interpreted as difficulties but also the target opportunities.

Scaffolding Pre-service Science Teachers’ Problem-Solving Strategies in a Methane Gas Detector Task Within an Earthquake-Robotics PD Course

AbstractEducational robotics (ER) has the potential to be a novel approach to teaching geohazards such as earthquakes at the college level. ER, which provides learners with problem-solving settings, requires proficiency in content knowledge and practical application to address ill-defined problems, challenging learners to master problem-solving strategies. Despite several efforts in the existing literature, it is necessary to scaffold the problem-solving strategies comprehensively. This qualitative study investigated the problem-solving strategies of nine pre-service science teachers aligned with a coding scheme containing problem-solving strategies not previously documented together. The participants were assigned to construct a methane gas detector with Tinkercad to mitigate post-earthquake explosion risks for rescue teams in an online robotics-integrated earthquake professional development (PD) course. Qualitative data, including artifacts, observations, and interviews, were analyzed using deductive coding. The results indicated that participants predominantly employed trial and error, expert opinion, and case-based reasoning. They rarely utilized heuristics and intuition and did not use capacity evaluation, prediction, or sketching strategies. Furthermore, the study synthesized different problem-solving strategies into a comprehensive framework, which was used as a coding scheme. This framework helps to clarify problem-solving mechanisms in an ER context, offering a structured approach.

Enhancing Students’ Numeracy Skills in Solving Probability Problems through Realistic Mathematics Education

Numeracy skills can help students to solve everyday problems. The low numeracy skills of students are caused by not understanding the problem, lack of strategy, and obstacles to evaluating and interpreting the solution to the context. The teacher needs to implement the learning process by using the RME approach, which uses local context and facilitates activity to think mathematically. This study aims to investigate the RME approach in enhancing numeracy skills and to describe the numeracy skills of students in solving problems according to numeracy indicators. The explanatory sequential mixed methods were used to analyze data from tests and interviews. The research subjects were 32 Grade 8 students, and four selected students chose to do the interviews based on each numeracy skills category. The results show a significant difference between the average numeracy skills of students before and after learning with the RME approach. Students with proficient, competent, and basic competencies fulfill the numeracy indicators. Meanwhile, students who need special intervention still have difficulty modeling problems into mathematical representations, incorrectly use the concept of probability, have inappropriate problem-solving strategies, and cannot interpret mathematical solutions in the form of arguments.

The Worked-Example Effect and a Mastery Approach Goal Orientation

This study aimed to explore the impact of a mastery approach goal orientation (MAGO) on learning from worked examples. In this experiment (N = 98, mean age = 13.9 years), learners had their MAGO measured, and received instruction in mathematics, either through a worked-example or a problem-solving strategy. The study demonstrated that the worked-examples approach resulted in enhanced retention (but not transfer) and decreased cognitive load when compared to the problem-solving approach. However, there was a significant interaction between instructional strategy and the MAGO, indicating that only learners with a high MAGO benefited from worked examples. Learners with higher MAGO levels also experienced less cognitive load than learners with a lower MAGO. These results indicate a moderating role of MGO in enhancing the effectiveness of worked examples. This study also found that prior knowledge was the only factor influencing transfer performance, highlighting the importance of studying its impact.

Variations in Student Approaches to Problem Solving in Undergraduate Biology Education.

Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.

CHARACTERISTICS OF THE MANIFESTATION AND EXHIBITION OF MUAY TAY ATHLETE’S STRESS RESISTANCE AND SELF-CONTROL BEHAVIOR

Abstract The article is dedicated to the modern developmental problems of sport psychology.Nowdays the life of individuals is related to stress and stress resistance, which are reflected in everyday life, including sports. Learning successful ways to deal with stress is extremely important for an athlete. Sport (sporting activity) is inherently stressful for elite and novice Thai boxers,both of them equally exposed to stress during training and competition and need appropriate psychological support[2;8]. Almost every Thai boxer is in a state of high or pronounced stress. At the same time, men and women are equally susceptible to stress during sports activities. Such athletes widely use several self-supporting behavior strategies during their activities to cope with stress moreover, most of them reach a high level of expressiveness. In the work, an attempt was made to reveal the characteristics of the manifestation of stress resistance and self-control behavior formation of Muay Thai athletes, to study the mutual relationship between stress resistance and self-control behavior and the characteristics of behavior formation and manifestation. An experimental study was organized to study the manifestation of stress resistance of athletes of the mentioned sport [1]. Observations, testing and data processing methods were used for the studies, as a result very important conclusions were made. Various manifestations of stress resistance and self-control behavior among Thai boxers were revealed in the studied groups. In athletes, a high tension was observed in the self-monitoring behavior of positive reappraisal and seeking social support. This can be said to characterize Thai boxers as individuals who are focused on the personal, philosophical, reinterpretation of the problematic situation and are included in the broader context of the individual's self-development work. Perception of social support also indicates athletes' focus on interaction with other people, their support, attention, advice, sympathy, and expectation of concrete effective help. The dominant self-control behavior stress behavioral strategies of athletes are distraction and social distraction from the problem. An indicator of the level of neuropsychological stability or stress resistance is negatively correlated with self-control behavior strategies of taking responsibility and planning for problem solving, as well as problem solving strategies.

Representation Process of Prospective Teachers in Solving Mathematical Problems Based on Cognitive Style

This study investigates the correlation between cognitive styles and the thinking process utilized when solving mathematical problems, emphasizing the significance of aligning problem-solving strategies with problem representations. Employing a qualitative approach, the research examines two cognitive styles—Field Independent (FI) and Field Dependent (FD)—chosen based on participants' mathematical abilities. Conducted at Cenderawasih University's Mathematics Education Study Program, the study reveals that students' mathematical problem-solving proficiency remains relatively low, warranting further exploration of their thinking processes. While FI subjects demonstrate competence in aligning thinking processes with mathematical representations, particularly in structuring problem-solving steps, FD subjects exhibit limitations in articulating meaning and verbal representations. These findings underscore the importance of instructing educators not only in teaching mathematical concepts but also in guiding students to articulate problem-solving steps using verbal representations. This study highlights the need for a holistic approach to mathematical education, integrating conceptual understanding with effective problem-solving strategies tailored to individual cognitive styles.

Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science

Frustration, an inherent part of the classroom, is routinely associated with negative stigmas, however, if appropriately managed it can be a highly effective tool for excelling students. Often referred to as eustress, it is the principle that follows the premise of introducing students to a topic they are not familiar with, causing frustration as they learn the currently unfamiliar topic. In the experiment, a correlating pattern involving behavior can properly monitor frustration in a way that remains productive to the student. This process can be emulated using artificial intelligence in schools (AIED) to create adaptive algorithms that provide students with unfamiliar topics until the point that said student becomes sufficiently frustrated, at which point the AI would slow down the curriculum. Through discernment patterns in learners’ frustration levels and problem-solving strategies, AI can dynamically adjust the difficulty of tasks to accommodate each student’s personal needs, as well as the pacing of instruction, and the provision of support. In doing so, AIED could mitigate the adverse effects of extreme frustration and reaping the benefits of frustration that pushes students to a farther level than our current educational system can provide. With AIED creating the ideal structure of adaptive scaffolded learning, students’ needs can be individually fostered in a way that most preferably suits them. This ability to push students into learning curriculum at such an intricate level will allow students to further develop their independence when solving future problems as the high difficulty will authenticate the student's ability to grasp the concept extensively. The intricate interplay between AIED and frustration models is crucial for advancing the frontiers of human knowledge and pushing students to achieve their full potential.

A Systematic Literature Review on Types of Augmented Reality (AR) Technologies and Learning Strategies for Problem-Solving

A Systematic Literature Review on Types of Augmented Reality (AR) Technologies and Learning Strategies for Problem-Solving

AUTOMATIC SOLVING OF PHYSICS WORD PROBLEMS

We present a system that solves simple physics word problems (PWPs) stated in the English language. The main feature of the system is that it is deterministic and yields a correct solution based on real physics formulas. The program generates the solution in a tabular form, showing givens, unknowns, and solution steps. We performed a thorough analysis on the previous work in this field. Most of the research was accumulated in math word problem (MWP) solvers. We have found that these programs are not capable of solving problems from Ukrainian physics textbooks. We identified several types of physics problems: theoretical, value conversion, value comparison, unknowns finding, value change. We developed separate problem-solving strategies for each type. The program uses named entity recognition (NER), a technique in natural language processing (NLP), to identify key elements in the problem text. We created a set of rules for marking these entities. Then, problem type recognition is performed. Depending on the type, the list of entities is converted into the internal problem representation. Value conversion and comparison problems are easy to handle. We developed a recursive algorithm for solving unknowns-finding problems which turned out to be a simplified version of Stanford Research Institute Problem Solver (STRIPS) algorithm. However, developing a universal algorithm for solving value-change problems presents a significant challenge. We believe this problem type belongs to the NP-hard class, indicating inherent difficulty in finding optimal solutions. The interface of the program is a web-application. The user can type the problem text and see the solution on a web page. Additionally, the result of NER is presented. Constructing a general problem solver is challenging. While our program can solve basic physics problems, complex problems involving forces, energy, etc., remain unsolved. However, our solver has great potential for future development. We have thoroughly analyzed its capabilities and limitations and proposed ideas for future research.

The Effect of Dynamic Problem-Solving Learning Strategy on Students' Critical Thinking Skills

This study aims to examine the effect of dynamic problem-solving learning strategies on students' critical thinking skills. This research employed a quantitative approach with a true experimental design in the form of a posttest-only control group design. The population of this study was drawn from all first-year undergraduate students in the academic year 2022/2023 of the Physics department in the Faculty of Mathematics and Natural Sciences at Universitas Negeri Makassar. The sample was determined using simple random sampling, resulting in 25 students in the experimental group and 27 students in the control group. Based on the data analysis, it was found that the implementation of dynamic problem-solving learning strategies was well-executed and highly rated in terms of management, according to expert judgement. Meanwhile, the analysis results of the critical thinking skills of students in the experimental group were 80.10 in average and 59.81 in the control group. The analysis of the impact of physics learning strategies on students' critical thinking skills yielded a value of 0.00, which is smaller than 0.05. Therefore, it can be concluded that dynamic problem-solving learning strategies have a significant impact on students' critical thinking skills.

Increasing the Business Potential of MSMEs through the Utilization of Digital Bookkeeping and Digital Marketing in Sebatik Island

The characteristics of the Indonesian economy are supported by the micro, small, and medium enterprise sectors, which account for 98.33% of the enterprise population in Indonesia. This is evidenced by the increasing number of business units, labor contribution, and contribution of MSMEs to GDP. The post-COVID-19 pandemic has brought major changes to the lifestyle of businesses and consumers along with the use of digitalization. The existence of digitalization provides opportunities for businesses to increase online sales and fast and efficient bookkeeping. The obstacles faced at this time are that Sebatik Island MSME actors still have obstacles in utilizing digital applications. Therefore, this research began by conducting community service on 13 September 2023 to provide training on digitalization to business actors. The samples in this study were 27 MSME actors dominated by culinary businesses. The methods used include mapping, interviews with UMKM participants, formulation of problems and solutions, determination of problem-solving strategies, and implementation of MSMEs seminars.

Teaching Constant Rate-of-Change Problem-Solving to Secondary Students With or at Risk of Learning Disabilities.

Rate of change (i.e., slope) is a critical mathematics concept for success in everyday life, academics, and professional careers. Students with or at risk of learning disabilities struggle with solving rate-of-change problems, especially word problems. Interventions that incorporate representations and problem-solving strategies are effective for improving the word problem-solving performance of students with disabilities. This multiple-probe, multiple-baseline, single-case design study evaluated the effects of an intervention that included an integrated, concrete-representational-abstract teaching framework with an embedded problem-solving strategy (POD Check) on students' rate-of-change word problem-solving performance. The intervention was delivered virtually via video conferencing technology. Four middle- and high-school students with or at risk of mathematics learning disabilities in the Intermountain West participated in the intervention. Results indicate evidence of a functional relation between the intervention and students' word problem-solving performance, and effects were maintained 2-4 weeks after the intervention. The findings of this study provide implications for mathematics intervention research and practice for students with learning disabilities.

Family resilience and vulnerability of patients at diagnosis of lung cancer: A qualitative study.

To explore and analyse the adaptation process of patients and their families at the point of lung cancer diagnosis. Totally 23 operable lung cancer patients were included in this study. Colaizzi's method of phenomenology was employed for data analysis. This study found two different aspects of family adaptation at the diagnosis of lung cancer. For family resilience, three themes emerged: (1) Positive family belief systems (giving meaning to a cancer diagnosis and maintaining a positive/optimistic attitude), (2) Flexible family organizational patterns (maintaining the stability of family structure and function, adjusting the relationship between patients and family members and receiving external support and help) and (3) Good communication and problem-solving strategies (open communication on an equal basis, positive and open expression of emotions and collaborative problem-solving). For family vulnerability, three themes were as follows: (1) Negative family belief systems (negative attitudes and concealment and self-isolation due to stigma), (2) Rigid family organizational patterns (adaptation lost, conflicts between family support and patients' willingness and pressure upon social support) and (3) Unhealthy communication and problem-solving (poor communication, emotional asymmetry of family members and tendency to solve problems alone). The study highlights the existence of the family resilience and family vulnerability at the point of lung cancer diagnosis and provides patient's perspective for understanding family resilience in specific cultural contexts. The data were collected through face-to-face interviews. ChiCTR2300074801.

Метакогнитивные читательские стратегии: анализ данных самоотчета и глазодвигательного поведения российских школьников

<p>The paper presents the results of a study aimed to investigate the correlations between oculomotor reading behavior and self-report data of Russian high school students on their practice of using metacognitive strategies. It was found that high school students tended to use problem-solving reading strategies, while seldom using supportive reading strategies. Differences in the use of metacognitive strategies were found between schools that emphasized differently the development of reading competence in middle school. The findings suggested that there were differences in oculomotor measures across groups with varying levels of metacognitive strategy use. The paper outlines possible directions for further research on this topic.</p>

Analyzing Students’ Thinking in Mathematical Problem Solving Using Vygotskian Sociocultural Theory

Objective: This study aims to investigate students' thinking in solving mathematical problem solving (MPS) using the Vygotskian sociocultural theory (SCT) in the form of mathematical objects. Method: This qualitative study involved 34 high school students in Palembang, 20 female and 14 male students. Data were obtained from students' work and video recordings when students solved problems. The analysis of students' work was reviewed from the semiotic system to see the students' semiotics, including languages (natural and alphanumeric), concepts and propositions, procedures, and arguments. The video recordings were analyzed to assess communication and collaboration among students during problem-solving activities. Research Findings and Discussions: Analyzing students' work and video recordings revealed significant insights into their problem-solving strategies and sociocultural interactions. Through semiotic analysis, it was possible to observe how students expressed and communicated mathematical ideas. Moreover, examining video recordings elucidated communication and collaboration dynamics within the classroom context. These findings shed light on the effectiveness of integrating Mathematical Problem Solving (MPS) with Socio-Cultural Theory (SCT) principles in fostering algebraic thinking and enhancing students' mathematical abilities. Research Implication: The findings of this study hold implications for both research and practice in mathematics education. They provide valuable insights for designing instructional approaches that promote collaborative problem-solving and facilitate the development of algebraic thinking skills. Additionally, the application of Vygotskian SCT in mathematics classrooms offers a promising avenue for cultivating a supportive sociocultural environment conducive to learning. Originality/Value: This study contributes to the existing literature by offering a comprehensive exploration of MPS through the lens of Vygotskian SCT, mainly focusing on using mathematical objects as mediational tools. By examining students' semiotic systems and sociocultural interactions, this research enhances our understanding of the complex processes involved in mathematical problem-solving and underscores the importance of sociocultural factors in shaping students' mathematical experiences.

The effects of maternal competence and situational stress level on children’s help-seeking expectations across 4 to 6 years of age

Help-seeking is a crucial problem-solving strategy for young children. However, it is not yet clear how children weigh different cues to make help-seeking decisions across preschool years, especially in caregiver–child interactions. The current study used a social expectation task to examine the effects of maternal competence and situational stress level on 4- to 6-year-old children’s help-seeking expectations from a third-party perspective. Children’s expectations of whether to seek help were measured. A total fo 135 Han Chinese children aged 4 to 6 years from an eastern city of China participated in this study. We found that 4- to 6-year-olds expected to seek more help from a competent mother than from an incompetent mother in low-stress conditions. When the stress level was high, however, they expected to seek help regardless of maternal competence levels. These results suggest that the interaction between the situational stress level and maternal competence determines young children’s help-seeking expectations across preschool years. They further suggest that young children seek help from mothers in an active and discriminatory way.

Coping Mechanisms Used by Male Partners of Women Diagnosed with Cervical Cancer: An Explorative Qualitative Study at Ocean Road Cancer Institute in Dar es Salaam, Tanzania

Cervical cancer has a significant impact on the lives of caregivers of cervical cancer patients, including male partners. Disturbances in physical, psychological, sexual, spiritual, and socioeconomical aspects of life are reported by male partners of cervical cancer patients. To reduce the impact associated with cervical cancer, adaptive coping mechanisms are needed. In this regard, little is known about the coping mechanisms used by male partners of women diagnosed with cervical cancer in sub-Saharan African countries. Therefore, this study aimed to explore the coping mechanisms used by male partners of women diagnosed with cervical cancer at the Ocean Road Cancer Institute in Dar es Salaam, Tanzania. A descriptive cross-sectional study design with a qualitative approach was employed to explore coping strategies used by male partners of cervical cancer patients between December 2022 and March 2023. Participants were selected using a purposeful sampling technique guided by the principles of saturation. In-depth interviews with thirteen male partners of cervical cancer patients were carried out, and the interviews were audio-recorded and transcribed verbatim. The data were then analyzed using a thematic analysis approach. Four themes highlighting coping mechanisms used by male partners of cervical patients were identified after data analysis. They include religious coping, emotional expression and regulation strategies, support-seeking strategies, and problem-solving strategies. Male partners of cervical cancer patients used various mechanisms to cope with the stressful situations they encountered. While most of the coping mechanisms used by male partners of cervical cancer patients were adaptive, some were maladaptive. Therefore, regular assessment among this population needs to be done to identify maladaptive coping and provide relevant support.

Profile of open-start problem-solving with context Sarangan Lake viewed students' learning styles in junior high school

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.