Problem-solving Strategies Research Articles

A Review of Research on Super-resolution Image Reconstruction Based on Deep Learning

Super-resolution image reconstruction (SRIR) endeavors to restore high-resolution (HR) images with enhanced detail from corresponding low-resolution (LR) inputs. With the rapid development of deep learning, integrating deep learning methods provides new solutions for the super-resolution (SR) field. This paper first reviews the background and significance of SR, development process, and the technical value of applying deep learning to SR. Next, SR methods based on deep learning are categorized according to different network types, with a focus on analyzing and comparing the applications of Convolutional Neural Networks (CNNs), Residual Networks (ResNet), Generative Adversarial Networks (GANs), and Diffusion Models in SR. The paper also introduces key evaluation metrics and problem-solving strategies, followed by a performance comparison of mainstream methods on publicly available datasets. Finally, a summary of SR algorithms based on deep learning is provided, along with an outlook on future development trends in the field and explore the possible next research directions in the field of image super-resolution.

Perceiving precedence: Order of operations errors are predicted by perception of equivalent expressions

Students often perform arithmetic using rigid problem-solving strategies that involve left-to-right-calculations. However, as students progress from arithmetic to algebra, entrenchment in rigid problem-solving strategies can negatively impact performance as students experience varied problem representations that sometimes conflict with the order of precedence (the order of operations). Research has shown that the syntactic structure of problems, and students’ perceptual processes, are involved in mathematics performance and developing fluency with precedence. We examined 837 U.S. middle schoolers’ propensity for precedence errors on six problems in an online mathematics game. We included an algebra knowledge assessment, math anxiety measure, and a perceptual math equivalence task measuring quick detection of equivalent expressions as predictors of students’ precedence errors. We found that students made more precedence errors when the leftmost operation was invalid (addition followed by multiplication). Individual difference analyses revealed that students varied in propensity for precedence errors, which was better predicted by students’ performance on the perceptual math equivalence task than by their algebra knowledge or math anxiety. Students’ performance on the perceptual task and interactive game provide rich insights into their real-time understanding of precedence and the role of perceptual processes in equation solving.

Providing tailored reflection instructions in collaborative learning using large language models

AbstractThe relative effectiveness of reflection either through student generation of contrasting cases or through provided contrasting cases is not well‐established for adult learners. This paper presents a classroom study to investigate this comparison in a college level Computer Science (CS) course where groups of students worked collaboratively to design database access strategies. Forty‐four teams were randomly assigned to three reflection conditions ([GEN] directive to generate a contrasting case to the student solution and evaluate their trade‐offs in light of the principle, [CONT] directive to compare the student solution with a provided contrasting case and evaluate their trade‐offs in light of a principle, and [NSI] a control condition with a non‐specific directive for reflection evaluating the student solution in light of a principle). In the CONT condition, as an illustration of the use of LLMs to exemplify knowledge transformation beyond knowledge construction in the generation of an automated contribution to a collaborative learning discussion, an LLM generated a contrasting case to a group's solution to exemplify application of an alternative problem solving strategy in a way that highlighted the contrast by keeping many concrete details the same as those the group had most recently collaboratively constructed. While there was no main effect of condition on learning based on a content test, low‐pretest student learned more from CONT than GEN, with NSI not distinguishable from the other two, while high‐pretest students learned marginally more from the GEN condition than the CONT condition, with NSI not distinguishable from the other two. Practitioner notesWhat is already known about this topic Reflection during or even in place of computer programming is beneficial for learning of principles for advanced computer science when the principles are new to students. Generation of contrasting cases and comparing contrasting cases have both been demonstrated to be effective as opportunities to learn from reflection in some contexts, though questions remain about ideal applicability conditions for adult learners. Intelligent conversational agents can be used effectively to deliver stimuli for reflection during collaborative learning, though room for improvement remains, which provides an opportunity to demonstrate the potential positive contribution of large language models (LLMs). What this paper adds The study contributes new knowledge related to the differences in applicability conditions between generation of contrasting cases and comparison across provided contrasting cases for adult learning. The paper presents an application of LLMs as a tool to provide contrasting cases tailored to the details of actual student solutions. The study provides evidence from a classroom intervention study for positive impact on student learning of an LLM‐enabled intervention. Implications for practice and/or policy Advanced computer science curricula should make substantial room for reflection alongside problem solving. Instructors should provide reflection opportunities for students tailored to their level of prior knowledge. Instructors would benefit from training to use LLMs as tools for providing effective contrasting cases, especially for low‐prior‐knowledge students.

How Do Famous Artists Write about Their Metacognition, Self-Regulation and Creative Problem-Solving?

Creative metacognition, creative self-regulation, and creative problem-solving are three key concepts stemming from distinct psychological traditions. However, all three involve planning, monitoring, regulation, and self-evaluation in the creative process. Therefore, the objective of the present study was to describe and compare how these three models are exhibited in the cases of five professional artists, as depicted in their autobiographical writings. The artists were selected based on maximum-variation sampling to represent different artistic fields: Stephen King, Salvador Dalí, Patti Smith, Terry Gilliam, and Arnold Schwarzenegger. A theory-driven thematic analysis, using the Metacognitive Awareness Inventory, the Creative Self-Regulation Questionnaire, and Mumford's model of Creative Problem-Solving, revealed both commonalities and differences in the ways these artists apply metacognitive knowledge, and self-regulatory and problem-solving strategies in their creative processes. Furthermore, the study identified several elements not included in these models, such as the need for a psychologically safe environment, the roles of extrinsic and intrinsic motivation, and the perceived value of creativity.

A comparative analysis of strategies for multiplication and division of fractions between elementary preservice teachers in the United States and Korea

The present comparative analysis study conducted an examination of 46 U.S. and 30 South Korean elementary preservice teachers (PSTs), assessing their overall performances and comparing problem-solving strategies across 11 fraction multiplication and division problems. The tasks spanned across three domains: posing story problems, solving word problems, and illustrating visual models. This study’s purpose is to relay common misconceptions held by elementary PSTs regarding fraction multiplication and division between the U.S. and South Korea. The overall performance results indicated that South Korean PSTs demonstrated higher proficiency in all three areas (i.e., posing story problems, solving word problems, and illustrating visual models). However, both groups of U.S. and South Korean PSTs encountered the most difficulty in representing visual models. Strategy analysis highlighted that the application of properties of multiplication and clearer representation of the unit were key factors contributing to the success of South Korean PSTs. Such results contribute to the growing literature supporting the importance of elementary PSTs’ influence on students to develop necessary foundational skills in mathematics. The study also discusses implications for teacher educators based on these findings.

Implementation of the ASICC learning model to improve the metacognitive students' based on lesson study extracts

This research is driven by observations from the eighth-grade class at Junior High School 5 Kertosono, which revealed that lesson planning, reading comprehension, and problem-solving strategies have not been effectively utilized. Therefore, this research aims to enhance students' awareness and metacognitive skills through the application of the ASICC learning model. The focus of this study is on 18 eighth-grade students at Junior High School 5 Kertosono. This research is classroom action research based on a lesson study conducted over two cycles. The data analysis used is the scores of metacognitive awareness and skills in the first cycle compared to the second cycle, tested using N-Gain analysis. The research results reveal that metacognitive awareness in the first cycle showed that 11.1% of students were in the "medium" category, which increased to 22.2% in the second cycle. Meanwhile, metacognitive skills experienced a significant increase in the "high" category, starting from 16.7% in the first cycle and rising to 33.3% in the second cycle. The ASICC learning model can be applied to enhance students' metacognition. Another finding reveals that students with good metacognitive awareness do not always possess good metacognitive skills

Defragmentation of Students' Conceptual Understanding in Solving Non-Routine Mathematics Problems

This study investigated the impact of concept fragmentation on students' understanding of mathematics and examines efforts to reduce it. Concept fragmentation hinders problem-solving abilities, often occurring when students struggle to create meaningful connections or new representations from existing ones. Limited interventions, such as cognitive conflict and scaffolding, are suggested to address this issue. This study employed a qualitative descriptive approach, focusing on two seventh-grade students in Sukoharjo, Indonesia, who exhibited concept fragmentation. Data collection involved tests, interviews, and observations, with analysis following qualitative methods. The findings indicate two main types of fragmentation: translational thinking fragmentation and meaningless connection fragmentation. These arise when students attempt to build new representations but make errors due to disconnected prior knowledge. Interventions revealed a pattern of developing schemas, where students knit together concepts to minimize problem-solving errors. Techniques such as rereading problems and substituting information into formulas improved concept comprehension. The study concludes that defragmentation aids students in connecting existing knowledge with new information, enhancing their problem-solving strategies. Future research should investigate other fragmentation types and effective interventions for reducing fragmentation in mathematics learning.

On the Funding Chances of Political Theorizing

Abstract This article explores causes and consequences of the declining funding chances of political theorizing with the aim of advancing measures to offset them. Major national and international research programmes growingly present challenges that require problem-solving strategies. Applied research disciplines are better fitted to tackle them than basic research disciplines to which political theorizing belongs. Drawing on the enlightening contribution of theory to political research and politics, it argues that the knowledge it produces can be shared across disciplinary boundaries if its scientific reliability is secured. With that aim, the article submits two practical suggestions: enriching normative accounts of politics with research historically and institutionally informed, and streamlining its enquiring capacity by exploring standard, modular and integrated interdisciplinary approaches.

Devising VIMATE Framework to Assess the Impact of Visualization Tools on Geometric Reasoning and Problem-Solving Skills

Traditional instructional approaches often fail to engage students and solidify conceptual understanding. This study proposes the VIMATE (Visualization Impact on Mathematical Transformations Assessment in Education) framework and introduces a novel empirical approach for evaluating the role of visualization tools in enhancing student comprehension of geometric transformations. In order to conduct this analysis, an original dataset was obtained from 300 high school students. The VIMATE framework involves several components of the research and is complemented by a literature review and meta-analysis of selected mathematical software platforms, such as MATLAB, Mathematica and GeoGebra, and quasi-experimental student assessments, as well as, questionnaires capturing the teachers’ and learners’ opinions. The overall aim of this approach is to fill major gaps in the prior research by offering an integrated methodology to objectively evaluate these visualization instruments on student achievement, reasoning abilities, and problem-solving strategies. The research makes four pivotal contributions by presenting the VIMATE framework as the methodological approach for assessing the use of educational technology in teaching practice.

Institutional analysis of water governance in the Colorado River Basin, 1922–2022

The 1922 Colorado River Compact started the long history of water governance in the Colorado River Basin. Over the last century, the institutional structure has shaped water governance in the basin. However, an understanding of the long-term evolution is lacking. This study examines how water management strategies have evolved at the basin scale by incorporating institutional, temporal, and network structure analysis methods to examine long-term changes. Content analysis was employed to systematically investigate encouraged and/or discouraged water management actions at different rule levels. The water governance network was examined at four points in time to map the institutional structure, actors, and governance level at which rules are issued and targeted. Using institutional analysis, we found constitutional, operational, and collective-choice level rules for water supply, storage, movement, and use have been altered via layering of new governance rules without major rule or responsibility alteration. The network analysis results indicate that key decision-making positions have remained and actors who issue and are targeted by the rules lack significant change. We found original positions of power have been maintained, potentially stagnating the space for problem-solving and management strategy renegotiation. Our results indicate that path dependency has shaped water governance and who is able to influence decision-making.

Modification of Erroneous and Correct Digital Texts

The end-user paradox and the illusion of digital prosperity reveal the contradictory situation in which both non-professional and professional computer scientists and engineers seem satisfied with digital development but unaware of the magnitude of waste generated by end-users and their digital artifacts. To measure this waste and to reveal end-users’ problem-solving strategies, our research group set up an objective measuring system that can calculate the entropy of digital texts (EDT). To calculate EDT, a testing process of 53 participants was launched where erroneous and correct natural language digital texts were modified according to the requirements of the tasks. It was found that erroneous documents require more time and information to be modified, which implies that waste is generated by handling these documents. It was also found that when the problem-solving processes are broken down into atomic steps, EDT can reveal uncertainty and idleness, which further increases waste. The goals of the present paper are to call attention to (1) the hidden waste generated by billions of end-users and its consequences, (2) educational approaches and general ignorance which have led to these low-level results, and (3) the need to set up a standard evaluation system for further analyses.

DEVELOPMENT OF A RUBBER STRAP CUTTING TOOL AS A SOLUTION TO ACCELERATE THE WORK OF FLIP-FLOP RUBBER STRAP CUTTERS IN KAMPUNG BELAKANG KAMAL RT. 009/RW. 03, KELURAHAN KAMAL, KALIDERES DISTRICT, WEST JAKARTA

One of the areas in Kampung Belakang Kamal has a livelihood as flip-flop rubber cutting workers, specifically the community in RT 009/RW 03. This area is inhabited by around 120 families (KK). Of these 120 families, approximately 50% earn their living as flip-flop rubber cutting workers. The problem that occurs is the lengthy cutting time since they use scissors. The leftover rubber that curves and sticks to the flip-flops must be cut carefully to ensure a neat result. In one day, flip-flop rubber cutting workers can only complete cutting one sack of flip-flops and are paid only Rp. 10,000. The solution that can be offered is to create a rubber cutting tool that can be used by flip-flop rubber cutting workers to save time in the rubber cutting process. In this way, it is hoped to increase the economic value of the flip-flop rubber cutting worker community. The method of community service implementation involves actions or required stages, namely: analyzing the community’s situation, identifying problems, setting goals, planning problem-solving strategies, social approaches, activity implementation, and evaluating activities and results. The flip- flop rubber cutting tool is expected to increase the economic value of the local community

University students' metacognitive awareness of reading strategies (MARS) in online reading and MARS' role in their English reading comprehension.

Investigation about metacognitive awareness of reading strategies (MARS) has mainly focused on paper-based reading rather than online reading. Gender, reading media preferences, and English proficiency levels (EPL) account for students' differences in MARS. However, existing studies are still debating the predictive power of these variables on MARS. MARS was assumed to influence English reading comprehension even though research that firmly supports this assumption seems rare. Therefore, we examined Indonesian university students' MARS in online reading activities using data from 1412 university students in Indonesia. They were categorized into gender, reading media preferences, and EPL. The One-Way MANOVA results showed students' differences in MARS based on their gender, (F = 20.456, p < 0.05), reading media preferences, (F = 2.82, p < 0.05), and students' EPL, (F = 5.988, p < 0.05). The multiple regression analysis showed that global, support, and problem-solving strategies were simultaneously associated with English reading comprehension scores. This study emphasizes the effect of the variables on students' MARS differences and discloses the association between MARS and English reading comprehension.

Assembling governance in São Paulo's "Cracolândia"

This article explores current governance arrangements in “Cracolândia” (“Crackland”), a heterogeneous area in central São Paulo where large numbers of crack cocaine users occupy public spaces. The territory has long been subject to public interventions in the fields of security, social assistance, health and housing, but is also shaped by the activities of an array of nonstate governance actors, including community associations, NGOs, and organised crime. We present four ethnographic case studies of women who vary markedly in terms of their social characteristics, living conditions, and relationships to the territory to explore the diverse ways that they define and seek to address governance problems. We find that each uses the resources and relationships available to them to individually “assemble governance”, by developing problem-solving strategies and interacting with different combinations of state and nonstate actors. However, these contrasting cases also shed light on broader governance arrangements. They reveal how, even in the context of normative ruptures and everyday tensions, a range of situated and provisional mechanisms of mutual accommodation partially integrate distinct governance actors into a broader territorial governance assemblage.

Examination of mathematics teachers’ strategic flexibility in solving mathematical problems

One of the fundamental skills teachers aim to impart in mathematics education is problem-solving. Developing and sustaining this skill is only possible if teachers possess strategic flexibility. Assessing the current level of teachers’ strategic flexibility is crucial, as it also plays a key role in their professional development. The research aims to explore the strategic flexibility of mathematics teachers in solving mathematical problems–both routine and non-routine problems. Using a qualitative research methodology, specifically the case study design, this study engaged a cohort of 12 mathematics teachers who were actively teaching during the autumn semester of the 2022–2023 academic year. These participants represented various educational levels, possessed different postgraduate qualifications, and had diverse years of professional experience. Data collection tools include a Problem Solving Flexibility Test with four math problems and semi-structured interviews to gather teachers’ perspectives on routine and non-routine problems. The semi-structured interviews aimed to reveal all the strategies that teachers use or can use when solving problems. In the initial stages of data analysis, the distinct strategies employed by each participating teacher in addressing the problems were classified. In the context of intra-task strategic flexibility, teachers often used different strategies simultaneously while solving a problem. Teachers were able to switch strategies or use a different strategy because they were able to tackle routine difficulties more readily. The most commonly favoured problem-solving approaches among participants was “Reasoning” and “Make a Drawing or Diagram”. Interestingly, strategies like “Look for a Pattern” and “Simplifying the Problem” were predominantly employed in non-routine scenarios, which is a significant finding of the research. It was found that teachers’ inter-tasks strategic flexibility paralleled their teaching experience and postgraduate education status. In summary, this study investigates how mathematics teachers adapt their problem-solving strategies when faced with different types of mathematical challenges, highlighting the prevalence of specific approaches in routine and non-routine contexts.

Examining mechanics problem-solving strategies among engineering students at a selected public university in Rwanda

Abstract This paper presents the findings of research conducted at a selected university in Rwanda aiming to evaluate the mechanics of problem-solving strategies among engineering students. Problem-solving is an important component of science, technology, engineering, and mathematics education as well as in everyday life. To enhance the development of problem-solving skills, researchers and curriculum creators must develop problem-solving strategies for solving mechanics problems and for improving engineering students’ performance in physics classroom tasks. The study investigated engineering students’ strategies for their mechanics problem-solving using a mixed-methods research approach that includes questionnaires, interviews, and tests. A purposive sample of 99 students was chosen, with 20 students and three instructors randomly selected for interviews. Findings revealed that students heavily rely on algebraic equations, neglecting visual representations in mechanics problem-solving. Challenges identified include limited familiarity with alternative representations, difficulties transitioning between them, and a constrained understanding of their interrelationships. Recognizing these practices and strategies informs the design of more effective pedagogical interventions. Incorporating the best problem-solving strategies in physics education is a potential avenue to bolster problem-solving skills and deepen comprehension of mechanics concepts among engineering students.

Balancing Duty, Stigma, and Caregiving Needs of People With Neurodevelopmental or Neurocognitive Disorders During a Public Health Emergency in South Asia: A Qualitative Study of Carer Experiences.

Individuals with neurodevelopmental and/or neurocognitive disorders (NNDs) have complex, long-term care needs. In Bangladesh, India, and Pakistan, informal carers shoulder the responsibility and strain of providing care for people with NNDs. Intense care demand, societal and cultural care expectations, and lack of support infrastructure often lead to psychosocial strain in this inadequately researched community, particularly during crises such as the COVID-19 pandemic. This study explored and identified specific features of the coping styles exhibited by informal carers of people with NNDs from Bangladesh, India, and Pakistan during the COVID-19 pandemic. Between June and November 2020, 245 carers in India, Pakistan, and Bangladesh responded to open-ended questions in the CLIC (Coping with Loneliness, Isolation, and COVID-19) survey. A reflexive thematic analysis was conducted to uncover theunderlying themes and identify coping strategies and stressors. A frequency analysis was performed to examine the associations between these themes and carer nationality. Significant tests identified coping styles. We identified three coping styles: religiosity (Pakistan), caregiving as a natural life path (Bangladesh), and self-care (India). The religiosity and natural life path styles reside on the fatalism/acceptance continuum and suggest an insight-oriented therapeutic approach. Self-care is a problem-solving strategy that calls for a behaviorally oriented approach. Family overreliance on the carer was a concern across all three groups. The findings underscore the need for accessible support pathways to sustain care standards, ensuring the well-being of carers and care recipients.

Teaching Materials on a Brazilian Family Succession Conflict

This article studied a negotiation case with teaching notes, focusing on an intra-family business succession conflict of a limestone family business in Brazil, through a multi-party and multi-issue role-play simulation. This case study investigates a succession conflict at a Brazilian limestone extraction company. How the founder pains transferring of control to successors Investigating family dynamics, communication and leadership that can enable an outcome to the conflicts which has plagued the family and its efforts to maintain a sustainable company. Conclusion Key findings emphasized the importance of improving integrative skills, such as understanding the interests of an opponent. In addition, collaborative fact-finding is necessary to ensure that all sides identify and agree on the relevant issues, and develop appropriate responses via problem-solving strategies. An exhaustive collection of case mechanics and instructions are provided. Other implications suggest case copy abilities in different company settings. This study ends with a discussion and future research suggestions.

Public Views on Managing Benign Prostatic Hyperplasia-Related Voiding Dysfunction: Potential Applications of Digital Therapeutic.

This study aims to explore the potential of digital therapeutics in managing voiding dysfunction associated with benign prostatic hyperplasia (BPH). To achieve this, we collected and analyzed news and community data from major Korean platforms to assess the trends in media and community discussions and examine how digital therapeutics can contribute to personalized care and support self-management for patients with BPH-related voiding dysfunction. Data was collected over a 3-year period from October 2021 to September 2024 using the keywords 'prostate,' 'urinary,' and 'treatment.' Key terms and patterns were then identified through word frequency analysis, TF-IDF (term frequency-inverse document frequency) analysis, and N-gram analysis to examine the potential applicability of digital therapeutics in this area. The news data primarily focused on expert-oriented medical information related to the treatment, surgical options, and diagnosis of BPH. In contrast, community data centered on discussions about everyday symptoms and solutions, such as urinary issues and self-care tips. This suggests that patients are particularly interested in practical problem-solving and selfmanagement strategies. This study suggests that digital therapeutics can empower patients with BPH to self-manage their urinary disorders through personalized management tools. Future research can be done to focus on empirically examining the clinical validity and practical applicability of digital therapeutics for BPH through clinical trials.

Metacognitive reading strategies: gender, locality, and age differences among secondary school students

This study ascertained the influence of gender, locality and age on metacognitive reading strategies of secondary school students. The sample size consists of 440 students randomly selected from 23 secondary schools. An adopted questionnaire tagged “metacognitive reading strategies questionnaire,” was used as the data gathering instrument, with a logical validity of 0.88 and Cronbach alpha of 0.73 as internal consistency. The data collected were analysed statistically using descriptive statistics and t-tests. Data analysis revealed that females' reading strategies outnumber males'; females' global strategies ranked highest, while females' problem-solving strategies ranked lowest; and students in urban secondary schools tended to utilise metacognitive reading strategies more frequently than their rural counterparts. This study also shows that students with higher age brackets make more use of metacognitive reading strategies than lower-age students. Therefore, it is recommended that educators should be prepared to educate students how to effectively utilise various components of metacognitive reading strategies.