Problem-solving Tasks Research Articles

“Having just the right answer is almost as worthless as not having an answer’’: conceptualizing the information needs of undergraduate engineers

PurposeThis paper explores the information needs and behaviors of undergraduate engineers.Design/methodology/approachThe paper reports on a qualitative study employing semi-structured interviews with 18 students.FindingsThe study identified the types of information needs undergraduate engineers encounter while working on problem solving tasks and the strategies they use to resolve these needs. The findings reveal that students often encounter difficulties due to a lack of procedural knowledge rather than conceptual gaps or misunderstandings. Students look for step-by-step solutions to address their information needs and become more efficient problem-solvers. However, most instructors do not provide answers or solutions, leaving students uncertain about their progress and unable to correct their mistakes. Consequently, students seek information from their peers, including step-by-step solutions and access to previous course materials. They use file-sharing and instant messaging platforms like Google Drive and Facebook Messenger as covert means of seeking help, sharing solutions and engaging in coursework-related discussions.Originality/valueThe findings enrich the theory of information needs by delineating between conceptual and procedural information needs. These findings also underscore the significant role that classmates and friends play as sources of information. The study offers implications for conceptual development of information needs, and for instructors to provide solutions and support sharing between peers on official platforms.

EFFECTIVENESS OF MENTAL MATH STRATEGY IN TEACHING MATHEMATICS TO GRADE 1 LEARNERS

The research findings unveil significant insights into the effectiveness of a mental math strategy in enhancing the mathematical performance of grade 1 learners. Initially, both control and experimental groups exhibited satisfactory performance attributed to foundational knowledge acquired in kindergarten and initial grade 1 lessons on addition and subtraction. Following the implementation of the mental math strategy, the control group maintained their satisfactory performance, while the experimental group showed remarkable improvement, highlighting the efficacy of instructional materials and drills associated with mental math. Moreover, techniques such as counting up or back and the use of number lines proved effective in augmenting students' mathematical abilities. Based on these findings, several recommendations are proposed. Firstly, schools and educators are urged to continue enriching students' understanding of whole number concepts using diverse instructional materials and technological resources. Secondly, teachers are encouraged to integrate mental math strategies into their teaching practices, leveraging various learning aids and visual tools to facilitate comprehension. Additionally, both educators and parents are advised to employ counting techniques and number lines through interactive methods such as games and drills to enhance math learning outcomes. Lastly, collaborative learning environments should be fostered, allowing students to engage in problem-solving tasks together, thereby promoting teamwork and peer support while utilizing different mental math strategies. The study's Design and Methodology section provides a comprehensive outline of the research approach, including data collection tools and ethical considerations, employing a descriptive quantitative method to evaluate the efficacy of the mental math strategy in teaching addition.

Word searches and fluency during problem-solving tasks: a mixed-methods study of L1 Finnish and L2 English interaction

Word searches (WSs) have been widely studied in L1 and L2 interaction but have rarely been combined with fluency research. The present study bridges the gap between these research fields by examining WSs and their connections to fluency in L1 and L2 dialogue data. From a larger project, 50 participants’ dialogues (25 L1 Finnish, 25 L2 English) were analyzed for WSs. The mixed-methods analyses focused on potential differences and connections in WS use across the L1 and L2 dialogues and the connections between WSs and fluency among selected participants. The results demonstrated differences especially in the use of solitary WSs across L1 and L2 and some connections between L1 and L2 WSs among individual participants, despite group-level connections not being statistically significant. The qualitative analyses illustrated the potential fluency-enhancing functions of collaborative WSs. The study has implications for L2 speech fluency research and L2 teaching.

P.001 Planning & decision-making in obsessive-compulsive disorder (OCD) through the lens of ERP: a comparative analysis

Background: This study aimed to investigate the effect of impulsivity on the planning & decision-making of individuals with OCD compared to a control group, focusing on amplitude and latency during the Tower of London (TOL) task. Methods: A sample of a total of 76 (dominantly right-handed & aged between 18-30 yrs) participated. Participants with OCD were assessed with the Y-BOCS & symptom checklist, BIS-11, and the HCs were screened with the GHQ-12. ERP components were measured by using TOL on E-prime 3.0. The amplitude and latency along with the spectral power for each problem-solving task were measured and analyzed. Results: Statistically significant differences were found in the Latency variable in the left frontal area of the brain, indicating distinctive latency patterns in individuals with OCD compared to controls. No statistically significant differences were observed in amplitude or latency for other move sequences. High spectral activity was detected in individuals with OCD for an extended period. Conclusions: Individuals with OCD exhibit higher activity indicative of ambivalence during decision-making which indicates that to overcome impulsive urges, thus they need to put more cognitive effort to maintain the same outcomes. To maintain error-free results obsessive & compulsive behaviors are a necessary evil.

Learning to notice collaboration: examining the impact of professional development on mathematics teachers’ enhanced awareness in CSCL settings

Acknowledging the pivotal role of noticing in teachers’ professional work, it is noteworthy that its application in dialogic activities remains an area that has yet to be studied. In this study, we examine mathematics teachers’ noticing of dialogue among peers working together on problem-solving tasks and investigate the impact of a professional development intervention focused on dialogue on teachers’ noticing practices. Through think-aloud interviews, 14 teachers provided insights into their noticing practices by attending to and responding to video excerpts of dyads engaged in collaborative problem-solving in computer-supported learning environments. Their noticing practices were analyzed using a Bakhtinian-informed dialogic framework. Subsequently, the teachers participated in a professional development intervention centered around dialogue and were interviewed again using the same video excerpts. The second round of interviews was also analyzed using the same dialogic framework. The findings shed light on the initial state of teachers’ noticing and indicate a discernible improvement in their ability to notice specific dialogic attributes. These findings offer valuable insights into how collaboration and dialogue between students can be effectively supported. Additionally, the study discusses how teachers envision dialogue and considers the capacity and limitations of incorporating a dialogic vision into the noticing paradigm.

Creative thinking for learning algebra: Year 10 students’ problem solving and problem posing with quadratic figural patterns

There is increasing focus on giving all students opportunities to develop their creative thinking in mathematics. In a fine-grained qualitative case study, Australian Year 10 (15–16-year-old) students experienced problem-solving and problem-posing tasks in a learning sequence designed to elicit creative thinking through visualization and with algebraic (functional) concepts. This article shares findings on two pairs’ creative processes and work products for generalizing and creating quadratic figural growing patterns, related to the cognitive, affective, and aesthetic dimensions of learning. Post-sequence data on the class's preferences for types of creative thinking tasks are also shared. Students were found to exhibit different creativity aspects in their problem solving and varying levels of meta-representational competency in their problem posing. The students evidenced diverse affective responses to the different types of tasks, with proportionally more students preferring problem solving to problem posing. Some implications for engaging secondary mathematics students in creative thinking tasks are shared along with recommendations for future research.

Comparative Analysis of Knowledge Control and Evaluation Methods in Higher Education

The article analyses knowledge control and evaluation methods in higher education, focusing on both standardized and non-standardized testing. It explores fundamental quality criteria and the perspectives of lecturers and students on the roles of these methods in assessing knowledge. The study evaluates attitudes towards both testing types, considering factors such as efficiency, usability, reliability, objectivity, accuracy, and content relevance. The findings suggest that combining standardized and non-standardized tests with problem-solving tasks significantly enhances knowledge assessment in technical disciplines, demonstrating the methods’ interdependence and complementarity. Data shows that both testing types achieve high scores, with standardized tests receiving an integral index of 0.72 and non-standardized tests scoring 0.69. Respondents positively evaluate the effectiveness and convenience of standardized tests, attributing their reliability, objectivity, accuracy, and practical orientation. Although there is a clear preference for standardized tests among participants, the benefits of non-standardized tests are also acknowledged. The study thus recommends a balanced approach, incorporating both methods to ensure an effective and high-quality assessment and knowledge control strategy in higher education.

On Some Guiding Principles of Enacting Mathematical Problem Solving for Classroom Instruction

In addressing the key role that problem solving has been playing in mathematics instruction for K-12, this paper aims to assist mathematics teachers and educators to consider a set of guiding principles for designing problem solving tasks for classroom instructions. The set of guiding principles was synthesized and proposed through the researchers’ systematic review of existing education literature on problem solving.

How to solve novel problems: the role of associative learning in problem-solving performance in wild great tits Parus major

Although problem-solving tasks are frequently used to assess innovative ability, the extent to which problem-solving performance reflects variation in cognitive skills has been rarely formally investigated. Using wild breeding great tits facing a new non-food motivated problem-solving task, we investigated the role of associative learning in finding the solution, compared to multiple other non-cognitive factors. We first examined the role of accuracy (the proportion of contacts made with the opening part of a string-pulling task), neophobia, exploration, activity, age, sex, body condition and participation time on the ability to solve the task. To highlight the effect of associative learning, we then compared accuracy between solvers and non-solvers, before and after the first cue to the solution (i.e., the first time they pulled the string opening the door). We finally compared accuracy over consecutive entrances for solvers. Using 884 observations from 788 great tits tested from 2010 to 2015, we showed that, prior to initial successful entrance, solvers were more accurate and more explorative than non-solvers, and that females were more likely to solve the task than males. The accuracy of solvers, but not of non-solvers, increased significantly after they had the opportunity to associate string pulling with the movement of the door, giving them a first cue to the task solution. The accuracy of solvers also increased over successive entrances. Our results demonstrate that variations in problem-solving performance primarily reflect inherent individual differences in associative learning, and are also to a lesser extent shaped by sex and exploratory behaviour.

Critical Thinking Profile of Junior High School Students in Solving Mathematical Problems Based on Gender

The critical thinking profile in solving mathematical problems is a picture expressed by describing words based on the FRISCO criteria in solving mathematical problems. This research aims to describe the critical thinking profile of male and female students in solving mathematical problems. The research subjects chosen were two class VIII students at SMP Negeri 21 Makassar, namely one male student and one female student. In this qualitative research, data collection uses two problem solving tasks and interviews. The validity of the data obtained was tested through time triangulation. Next, the data was analyzed based on FRISCO critical thinking criteria. Based on the results of data analysis and discussion of critical thinking profile theory, it can be concluded that the two subjects determine the main problem, decide on the strategy to be used in solving the problem, and provide logical reasons in the process of drawing conclusions, know the situation in the problem so that they use information that is appropriate to the problem, explain the terms in the problem well, and double-check the answers found. However, in checking again, the male subjects only checked the final results, while the female subjects checked the answers for each step found until the final results. Keywords: Critical Thinking, Gender, Problem Solving

<span><strong>A study on information technology competence in the context of educational innovation</strong></span>

Current advancements in information technology play an important role in our lives, bringing forth economic prosperity, happy societies and smart education. Information technology competence is defined as the ability to perceive today information technology knowledge, of training comparative, analytical thinking for association, judgment and reasoning for effective problem-solving tasks. This article presents our study on the major concepts and individual’s awareness of information technology competence to apply and improve information technology competence in education and training and in building models for pedagogical students, developing awareness for pedagogical students, contributing to improving the quality of education.

Polytomous Effectiveness Indicators in Complex Problem-Solving Tasks and Their Applications in Developing Measurement Model.

Recent years have witnessed the emergence of measurement models for analyzing action sequences in computer-based problem-solving interactive tasks. The cutting-edge psychometrics process models require pre-specification of the effectiveness of state transitions often simplifying them into dichotomous indicators. However, the dichotomous effectiveness becomes impractical when dealing with complex tasks that involve multiple optimal paths and numerous state transitions. Building on the concept of problem-solving, we introduce polytomous indicators to assess the effectiveness of problem states and state-to-state transitions . The three-step evaluation method for these two types of indicators is proposed and illustrated across two real problem-solving tasks. We further present a novel psychometrics process model, the sequential response model with polytomous effectiveness indicators (SRM-PEI), which is tailored to encompass a broader range of problem-solving tasks. Monte Carlo simulations indicated that SRM-PEI performed well in the estimation of latent ability and transition tendency parameters across different conditions. Empirical studies conducted on two real tasks supported the better fit of SRM-PEI over previous models such as SRM and SRMM, providing rational and interpretable estimates of latent abilities and transition tendencies through effectiveness indicators. The paper concludes by outlining potential avenues for the further application and enhancement of polytomous effectiveness indicators and SRM-PEI.

Primary school students’ awareness of their monitoring and regulation judgment accuracy

BackgroundImproving students' monitoring and regulation judgment accuracy is necessary for improving the effectiveness of self-regulated learning, but might not be sufficient: Students presumably also need to feel confident about the accuracy of their judgments to act upon them. However, little is known about students’ awareness of their monitoring judgment accuracy, and awareness of their regulation judgment accuracy has not yet been investigated. AimsWe investigated (1) primary school students’ awareness of their monitoring and regulation judgment accuracy in mathematics and (2) whether self-scoring, which is known to improve monitoring/regulation accuracy, would also improve awareness of their regulation judgment accuracy. Sample(s)Primary school students (9-10 year-olds) from 34 classes (N = 564). MethodsStudents completed problem-solving tasks twice (parallel versions) on two different days and made monitoring/regulation judgments, rated their confidence in the accuracy of those judgments, self-scored their work, and again made (confidence) judgments, on both occasions. If an increase/decrease in judgment accuracy from day 1 to day 2 would be accompanied by an increase/decrease in their confidence in the accuracy of their judgements, students show accuracy awareness. ResultsStudents' judgment accuracy did not predict their confidence in the accuracy of their judgments, indicating that students were not aware of their monitoring/regulation accuracy. Self-scoring improved students’ awareness of their regulation judgment accuracy for students whose regulation judgment accuracy increased or stayed maximally accurate after self-scoring, but not for students whose regulation judgment accuracy decreased or stayed equally inaccurate after self-scoring. ConclusionsPrimary school students were not aware of their monitoring/regulation judgment accuracy. Self-scoring improved the awareness of their regulation judgment accuracy for some students.

Examining Position Effects on Students’ Ability and Test-Taking Speed in the TIMSS 2019 Problem-Solving and Inquiry Tasks: A Structural Equation Modeling Approach

Position effects occur when changes in item positions on a test impact the test outcomes (e.g., item parameters or test scores). Previous studies found that position effects may vary by the testing context and conditions and thus affect each test-taker differently. With the increasing adoption of digital assessments involving innovative item types that are focused on problem-solving skills, it is also essential to study position effects within this context. This study incorporates item-level scores and screen-level response time data from the Trends in International Mathematics and Science Study (TIMSS) 2019 problem-solving and inquiry tasks for Grade 4 students to examine position effects on students’ ability and test-taking speed. This dataset included responses from 27,682 students from 36 countries. A structural equation modeling approach was employed to model ability and test-taking speed within the same model. The results indicated a small but statistically significant booklet effect on students’ overall mathematics and science ability. The impact of block position changes within the booklets seemed to be greater than the impact of a reordering of subjects tested in the two sessions. The results also showed that when an item block was placed earlier in a test session, students spent more time on the items and performed better. The implications of these findings are discussed.

Fostering Interest and Critical Thinking in Mathematics Education: The Role of Integrated Evaluation Based on Linktree Platform

Based on a survey conducted by the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the interest in learning among students in Indonesia is still relatively low, ranking 64th out of 120 countries. In 2007, the Global Institute reported that only 5% of students could solve high-level problem-solving tasks. This study aims to assess student responses, learning interests, and mathematical problem-solving skills following the implementation of Linktree. Linktree is an e-learning platform that offers ease in managing information despite being HTML-based. Moreover, it integrates seamlessly with various media, offers multiple tools, and presents customizable interfaces. The research methodology was quantitative, with a sample of 30 eighth-grade students from Junior high school. Data were collected through five mathematical problem-solving essay questions and questionnaires assessing student responses and learning interests post-Linktree usage. Findings revealed positive student responses towards Linktree, particularly in number patterns, with an average percentage of 84%, indicating excellent feedback. Post-Linktree usage, students exhibited an average percentage of 78% across four indicators of learning interest, classified as good. The students improved their mathematical problem-solving skills, with an average N-gain score of 0.64 and an N-gain percentage of 64.37%, categorized as moderately effective. Linktree's contribution to students' learning interest and mathematical problem-solving skills was significant, as evidenced by the hypothesis testing results, with a determination of 0.776 or 77.6% for learning interest and 0.629 or 62.9% for problem-solving skills. In conclusion, Linktree significantly contributes to students' learning interests and mathematical problem-solving skills

Pengembangan Proyek Pemrograman Medıa Pembelajaran Interaktıf Untuk Tugas Pemecahan Masalah Pelatihan Berpıkır Komputasıonal Mahasiswa Dengan Scratch

Media is needed in learning to attract and make it easier for students to understand the material being taught. Interactive learning media for computational thinking material through Scratch programming as an example of a block-based programming project assignment by applying computational thinking concepts for PGSD student training has not been researched in Indonesia. The research carried out aims to develop an example of a final programming project for interactive media learning computational thinking for PGSD student programming training as a valid and practical problem solving task using the Scratch program as well as the level of competency of the programming project being created. The research carried out is of the research and development type using the ADDIE model. The research participants were 40 students from a private university in West Sumatra. Data was collected using observation, interview, artifact analysis, and questionnaire techniques. The research instrument was a questionnaire with a Likert scale filled in by material, media and research subject experts. Analysis of research data was carried out in a qualitative descriptive manner. From the development research carried out, it was found that the final project example of interactive media programming for computational thinking learning which was developed for PGSD students' computational thinking training as a problem solving task received a very good score with a score of 85.5% from the validation of material experts, media and students, 85. 2% for product practicality, and makes it easier for students to created the program because the difficulty is at intermediate level.

Balancing Act: Exploring the Interplay Between Human Judgment and Artificial Intelligence in Problem-solving, Creativity, and Decision-making

This study explores the repercussions of excessive reliance on Artificial Intelligence (AI) on human cognitive processes, specifically targeting problem-solving, creativity, and decision-making. Employing qualitative semi-structured interviews and Interpretative Phenomenological Analysis (IPA), it delves into the nuanced challenges and risks stemming from an overemphasis on AI. The research illuminates a nuanced landscape: while AI streamlines problem-solving tasks and provides valuable support, there’s a crucial need to safeguard human judgment and intuition. In the realm of creativity, divergent viewpoints emerge, underscoring concerns regarding AI’s potential limitations and advocating for a harmonious interplay between AI-generated suggestions and individual creative thought. Regarding decision-making, participants recognize AI’s utility but underscore the necessity of blending AI insights with critical thinking and consideration of unique circumstances. They caution against complacency, advocating for a judicious equilibrium between AI guidance and individual expertise. This study innovates by providing multifaceted insights into the complexities of AI-human interaction, uncovering nuanced perspectives on its impacts across problem-solving, creativity, and decision-making domains. By bridging this gap, it advances understanding of how AI integration influences cognitive processes, offering practical implications for fostering a balanced approach. Its innovative methodology combines qualitative interviews and IPA, offering rich, nuanced data that provide a deeper understanding of the subject matter. This research serves as a beacon for promoting awareness of the risks associated with overreliance on AI, advocating for a mindful integration that upholds human agency while leveraging AI capabilities effectively.

A framework for reasoning in school mathematics: analyzing the development of mathematical claims

This study introduces a framework for analyzing opportunities for mathematical reasoning (MR) in school mathematics, using MR-relevant claims and their derivation as the unit of analysis. We contend that this approach can effectively capture a broad range of opportunities for MR across various teaching situations. The framework, rooted in commognition, entails identifying necessary object-level narratives (NOLs) and the processes involved in their construction and substantiation. After theoretical development, the framework was refined through analyses of mathematics lessons in Norwegian primary school classrooms. Examples from the data illustrate how to utilize the framework in analysis and what such analyses can reveal in four typical teaching situations: the introduction of new mathematical objects, the introduction of procedures, work on exercise tasks, and work on problem-solving tasks. Drawing from the analysis of these examples, we discuss the value of the framework for analyzing MR in school mathematics and how such analysis can benefit teachers and researchers.

ChatGPT improves creative problem-solving performance in university students: An experimental study

University students often employ generative artificial intelligence tools such as ChatGPT in resolution of ill-defined problem-solving tasks. However, the experimental evidence about effects of ChatGPT on complex problem-solving performance is still missing. In this preregistered experiment, the impact of ChatGPT on performance in a complex creative problem-solving task was investigated in 77 university students solving a task with ChatGPT in comparison to 68 students solving a task without it. ChatGPT use significantly improved self-efficacy for task resolution (d = 0.65) and enhanced the quality (d = 0.69), elaboration (d = 0.61), and originality (d = 0.55) of solutions. Moreover, participants with ChatGPT assistance perceived task as easier (d = 0.56) and requiring less mental effort (d = 0.58). However, use of ChatGPT did not make task resolution more interesting (d = 0.08), and the impact of ChatGPT on metacognitive monitoring accuracy was unclear. Although there were no significant differences in absolute accuracy between students solving the task with and without the assistance of ChatGPT, the absence of correlation between self-evaluation judgments and performance suggests that participants struggled to calibrate their self-evaluations when using ChatGPT. Notably, the perceived usefulness of ChatGPT appeared to inform self-evaluation judgments, resulting in higher inaccuracy. The implications for hybrid human-AI regulation (HHAIR) theory are discussed. To regulate effectively, students using AI tools should focus on valid metacognitive cues instead of the perceived ease of ChatGPT-assisted problem-solving.

Exploring Family Obligation as a Buffer Between Parental Differential Treatment and Sibling Hostility

High levels of between-sibling parental differential treatment (PDT) have been associated with several negative outomes, including externalizing behavior, emotional maladjustment, and depressive symptoms, as well as with hostility in sibling relationships. In contrast, high levels of family obligation have been associated with positive adolescent adjustment and family dynamics. Given the substantial risks associated with PDT and the benefits of family obligation for emotional health and family relations, we investigated family obligation as a potential buffer against the negative effects of PDT on sibling relationships. We hypothesized that 1) younger and older siblings experiencing higher levels of PDT would demonstrate greater sibling hostility, and 2) family obligation would buffer against these associations. Adolescent younger siblings (Mage = 12.1; 24 females) and their adolescent older siblings (Mage = 14.5; 21 females) participated in a collaborative problem-solving task, which was coded for directional expressions of hostility. Siblings also independently completed questionnaires on PDT and family obligation. Greater PDT was associated with more hostility expressed from younger sibling to older sibling, and a greater sense of family obligation buffered against this association. Greater PDT was also associated with increased hostility from older sibling to younger sibling, but no significant interaction effect was found with family obligation. Findings highlight the potential of family obligation to improve sibling relationships in the context of PDT and can inform future sibling research and family intervention work; the import of these findings is limited due to the homogeneous nature of the sample and we recommend inclusion of more diverse populations.