Teaching Problem Solving Research Articles

Application of project-based teaching method in teaching the heat engine

Project-based teaching is an important form of teaching to implement the modern teaching perspective such as learner orientation, action orientation, and problem solving teaching and integrated teaching perspective. The more developed science and technology, teaching methods in the field of engineering (technical pedagogy) are also increasingly rich, diverse and sophisticated. Content of this article presented on the application of project-based teaching method to teach for subject of the “heat engine” of technical university. The initial results showed that this teaching method has been promoting a positive, creative and create excitement for learners in the learning process. This method should be further studied and applied much more in practice teaching in the colleges and universities.

Benefits of Computer Assistive Software and Minimum Requirements

Use of computer assisted software (CAS), typically combined with a problem-solving pedagogy, is common in 1) mathematics, 2) STEM, 3) writing, 4) certification exam preparation, and 5) business training. Since there are many competing CAS products, a user must know I) what <em>benefits </em>to expect from good CAS, and II) what the <em>minimum requirements </em>are. I) The <em>benefits </em>of good CAS are I-A) increased student mastery due to increased practice leading to self-efficacy, I-B) heightened awareness of objectivity, encouraging a perception that achievement is based on effort and work, thus increasing inclusion and diversity, and I-C) increased outreach to weaker students who benefit from graduated levels of problem difficulty afforded by the CAS . II) The requirements for a good CAS are II-A) a large database of problems, II-B) a classification of problems using the two-four dozen topics corresponding to the daily topics in a 15-week course syllabus, taught two to three days a week, and II-C) at least 3 levels of graduated difficulty (easy, moderate, advanced) of practice problems for each topic. Note especially that minimally the software is exclusively used for storage implying that these ideas can be implemented manually without using any computer. Simple implementation methods for creating such software are presented for both mathematics and writing courses (both education and business oriented). The assurance that the minimum requirements enumerated lead to the benefits listed is provided by the four educational pillars of Hendel.

Using Augmented Reality and Modified Schema-Based Instruction to Teach Problem Solving to Students With Autism

Young adults with autism spectrum disorder (ASD) need both academic and social skills required to apply acquired knowledge and skills in real-world settings. This study evaluated the effects of a multicomponent intervention incorporating both Modified Schema-Based Instruction (MSBI) and video-based instruction delivered via augmented reality (AR) to teach the social and mathematical problem-solving skills needed to execute personal finance tasks in the community. Participants were four 21-year-old young adults with ASD enrolled in a public school transition program located on the campus of a technical college. Findings of the single-case multiple probe across participant design support a functional relationship between the multicomponent treatment package and the social and mathematical problem-solving skills of the young adults with ASD. Furthermore, participants were also able to self-correct errors after watching AR-triggered model videos. Generalization to a novel setting was tested. Results, implications, and suggestions for future research are discussed

What problem-solving knowledge is required in mathematical teaching? A curricular approach

This study explores the knowledge required for teachers to teach problem solving (PS) from a Primary Mathematics Curriculum Guidelines perspective. It analyzes six countries’ curricular guidelines for primary education using the Mathematical Problem-Solving Knowledge for Teaching model. To identify the PS knowledge required in each education system, the country guidelines were selected based on the country’s results in the 2012 Programme for International Student Assessment (PISA) survey. Data analysis revealed that PS-related knowledge included in the curricula is broad and challenging for teachers. Further, it is not always coherent and research-based. More specifically, the findings show that curricular guidelines emphasize problem classification and solving processes. Our analysis supports the conclusion that particularities in teachers’ knowledge become visible when we view it from the perspective of PS rather than of mathematical concepts.

Effects of Online Problem-Solving Instruction and Identification Attitude Toward Instructional Strategies on Students' Creativity.

Problem-solving ability is an essential part of daily life. Thus, curiosity and a thirst for knowledge should be cultivated in students to help them develop problem solving and independent thinking skills. Along with positive attitudes and an active disposition, these abilities are needed to solve problems throughout the lifespan and develop -confidence. To achieve educational objectives in the context of globalization, creative ability is necessary for generating competitive advantages. Therefore, creative thinking, critical thinking, and problem-solving ability are important basic competencies needed for future world citizens. Creativity should also be integrated into subject teaching to cultivate students' lifelong learning and a creative attitude toward life. A questionnaire was distributed to 420 students in colleges and universities in Fujian, China. After removing invalid and incomplete responses, 363 copies were found to be valid yielding a response rate of 86%. Findings indicate that the new generation requires high levels of support to develop creativity and integrate diverse subjects such as nature, humanities, and technology. A rich imagination is needed to root creativity in the new generation.

Creativity in problem solving: integrating two different views of insight

Even after many decades of productive research, problem solving instruction is still considered ineffective. In this study we address some limitations of extant problem solving models related to the phenomenon of insight during problem solving. Currently, there are two main views on the source of insight during problem solving. Proponents of the first view argue that insight is the consequence of analytic thinking and a sequence of conscious and stepwise steps. The second view suggests that insight is the result of unconscious processes that come about only after an impasse has occurred. Extant models of problem solving within mathematics education tend to highlight the first view of insight, while Gestalt inspired creativity research tends to emphasize the second view of insight. In this study, we explore how the two views of insight—and the corresponding set of models—can describe and explain different aspects of the problem solving process. Our aim is to integrate the two different views on insight, and demonstrate how they complement each other, each highlighting different, but important, aspects of the problem solving process. We pursue this aim by studying how expert and novice mathematics students worked on two ill-defined mathematical problems. We apply both a problem solving model and a creativity model in analyzing students’ work on the two problems, in order to compare and contrast aspects of insight during the students’ work. The results of this study indicate that sudden and unconscious insight seems to be crucial to the problem solving process, and the occurrence of such insight cannot be fully explained by problem solving models and analytic views of insight. We therefore propose that extant problem solving models should adopt aspects of the Gestalt inspired views of insight.

Professional development for teachers’ mathematical problem-solving pedagogy – what counts?

Problem-solving is of importance in the teaching and learning of mathematics. Nevertheless, a baseline investigation conducted in 2016 revealed that mathematical problem-solving is virtually missing in South African classrooms. In this regard, a two-cycle design-based research project was conducted to develop a professional development (PD) intervention that can be used to bolster Grade 9 South African teachers’ mathematical problem-solving pedagogy (MPSP). This article discusses the factors that emerged as fundamental to such a PD intervention. Four teachers at public secondary schools in Gauteng, South Africa, who were purposively selected, participated in this qualitative research study of a naturalistic inquiry. Teachers attended PD workshops for six months where PD activities that were relevant to their context were implemented. Between the PD workshops, teachers were encouraged to put into practice the new ideas on MPSP. Qualitative data were gathered through reflective interviews and classroom observations which were audio-recorded with teachers’ consent. Data were analysed through grounded theory techniques using constant comparison. The findings from the study suggested that teachers’ personal meaning, reflective inquiry, and collaborative learning are factors fundamental to their professional growth in MPSP. The major recommendation from the study is that facilitators of PD must acknowledge these factors to promote teachers’ professional growth in MPSP. If PD processes and activities are relevant to teachers’ personal meaning, reflective inquiry, and collaborative learning, teachers find the PD programme fulfilling and meaningful. This study contributes to the PD in MPSP body of knowledge by having worked with teachers in an under-researched context of historical disadvantage.

Non-routine problem solving and strategy flexibility: A quasi-experimental study

This study aims to determine the effect of an instruction dealing with non-routine problem solving on fifth graders' strategy flexibility and success in problem-solving. For this aim, a quasi-experimental pre-test- post-test design without a control group was designed. The sampling method of the research is convenience sampling. There were 65 fifth graders (11–12 years of age) who came from two different classes of a public middle school located in Istanbul/Turkey. The instruction carried out by the first researcher in the students' classrooms lasted ten weeks (20 lesson hours). Pre-test and post-test consisted of eight non-routine problems which can be solved by using guess and check, make a systematic list, work backward, look for a pattern, simplify the problem, and make a drawing strategies. The results showed that instruction that focuses on non-routine problem solving could improve students' strategy flexibility in this area. Besides, non-routine problem-solving instruction was associated with a significant positive improvement in students' problem-solving achievement. Based on these results, some educational implications and suggestions for future studies were discussed.

The rubric as an assessment tool for solving problem situations in the physics and mathematics teaching context

Polya propose the didactic problem-solving strategy to strengthen the teaching and learning processes in the mathematic field. Thus, this strategy can be applied in other fields such as physics teaching the article proposes an evaluation strategy based on the design of a rubric to assess the processes associated with solving mathematical problems, as a classroom research work based on Research, Pedagogical Action. As one of the results, an analytical rubric composed of criteria and indicators associated with the steps of Polya problem solving is proposed, as well as a reflection associated with the teaching of problem solving in the engineering area.

Konsep dasar kebijakan pendidikan

<p>Education policy is important in the process of achieving national education goals so that an understanding of the basic concepts of education policy is needed in order to produce pro-active education policies and problem solving. The purpose of writing this article is to examine the scope of education policy which consists of the meaning of education policy, components of education policy, characteristics of educational policies and implementation of educational policies. This writing methodology uses literature study methodology. The writing of this article was carried out by reviewing 26 journals related to education policy. The results of the study found that education policy is a policy related to the education sector in the process of elaborating the vision and mission of education in order to achieve educational goals through strategic steps in the implementation of education. The education policy component consists of five, namely objectives, plans, programs, decisions, and impacts. The characteristics of education policy are that of having educational objectives, fulfilling legal-formal aspects, having an operational concept, being made by the authorities, being able to be evaluated and having a systematic approach. The approach to implementing educational policy consists of a structural approach, a procedural and managerial approach, a behavioral approach and a political approach.</p>

Math Class Gamified! Effects on the Mathematics Performance of COED Students of Eastern Samar State University, Philippines

Objectives: The purpose of the study was to see what impacts using games had on teaching and evaluating students\' math ability. Its goal was to determine the performance in the pretest and posttest of the students under study, and to discover if there is difference in the performance of the students under study in their pretest and posttest. Methods: This study utilized the one group pretest – posttest experimental design. It sought to find the difference in the performance of students who were exposed to a certain method in teaching mathematics. Findings: No significant difference was found between the pretest and posttest scores, and a very little mean difference was revealed, presenting that the null hypothesis was to be accepted, and showing that gamified classes are not always a better teaching strategy for teaching problem solving in mathematics. Novelty/Applications: Game integration or plays in classes are not assurance of learning effectiveness. The fun the learners have when integrating games are not enough to presume that learning is taking place. Results of this study tell us that games as a teaching approach would only be effective to some lessons in math. Keywords Gamified Class, Math Games, Math Class, Mathematics Performance, Experimental Research

Using Classroom Video in Designing Open-ended Problem Situations

Teacher and teacher trainees have been introduced to practice Thailand Lesson Study incorporated Open Approach Model as the problem-solving-based teaching approach for the past two decades. The problem-solving-based teaching approach has to begin with posing open-ended problem situation in order to encourage students to solve the problem independently using their own method. Therefore, open-ended problem situation design is considered a key factor for teachers or teacher trainees to provide sufficient opportunities to students’ learning experiences in solving the problems (Inprasitha, 2017). As a result, this research was aimed to use video recordings of classroom teaching and experts’ reflection practice to analyze teacher trainees’ abilities in designing open-ended problem situations. A total of 10 teacher trainees were selected from the Department of Mathematics (English Program), Faculty of Education, Valaya Alongkorn Rajabhat University under the Royal Patronage using a purposive sampling technique. A multi-cases study survey research design was employed using a qualitative approach. There were four research instruments used, namely lesson plan, video and audio recording, field notes, and interview protocol. Data were collected using various sources such as research lesson plans, audio, and video recording as well as interviewing. The results revealed that teacher trainees utilized classroom teaching videos to support them in clarifying indecisive problem situations, revising the sequence of teaching, and modifying appropriate words used in giving the direction of the problem situations. On the other hand, the experts’ reflection video has successfully assisted them to have a better understanding of mathematical contents in problem-solving teaching approach and teacher trainees’ intention of each action in the learning activities.

Self-efficacy in non-routine problem solving in STEM education

Self-efficacy in non-routine problem solving in STEM education

Feasibility of fully remote administration of problem-solving skills training (PSST) to adult cancer survivors in community settings.

1536 Background: Cancer survivors experience significant stress throughout cancer treatment and especially during transition back to normal life. These stressors are particularly severe for rural or socially disadvantaged patients with limited access to care. Improving their problem-solving skills is known to help patients make reasoned and timely decisions about survivorship care that reduce stress and enhance quality of life, physical and social functioning, and overall cancer prognosis. This pilot implementation study examined barriers to and facilitators of providing Problem-Solving Skills Training (PSST) to adult cancer survivors and their caregivers in community settings. Methods: Patients (n = 50) who completed their definitive cancer treatment and cancer survivorship visit within the previous 6 months were recruited from two regional cancer centers and affiliated community cancer clinics. Patients with NCCN distress level >2 were randomly assigned to either care as usual (CAU) or 8 weekly PSST sessions using the Bright IDEAS system of teaching problem solving. Training was offered by a trained therapist in person at the patient’s preferred location or remotely. Patients were invited but not required to include a supportive other (SO). Patient outcomes were assessed at baseline (T1), the end of the intervention/3 months (T2), and 3 months post intervention/6 months (T3). We examined patient and caregiver preferences for mode of communication and therapy, barriers to PSST participation, and adherence rates. An independent consultant interviewed patients and caregivers about factors that promote or inhibit intervention sustainability and its wider adaptation and usefulness. Results: Average age of the participants was 63 years (45-87) with gender, racial and ethnic distributions representative of the local population (64% women, 88% white). Women were 80% less likely to include a SO than men. Among the third of the patients recruited fully remotely, 50% preferred receiving consent materials via regular mail and 18% preferred electronic communication. Among the two patients lost to follow-up before PSST completion and one patient who withdrew despite reporting significant distress, none had a SO in the study. Seventy-six percent of the PSST patients completed the training (defined as > 6 sessions). After study completion, all patients and caregivers reported high satisfaction with Bright IDEAS and high probability of continuing to use the skills learned. Conclusions: Despite significant distress and numerous reported social challenges, patients and caregivers in the PSST arm demonstrated high adherence, skill retention and overall satisfaction. Future research should be tailored to accommodate the preferred type of communication and recruitment approaches of the targeted population and emphasize the positive role of informal caregivers. Clinical trial information: NCT03567850.

Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical modeling course offered to pre-service teachers in a Colombian university. Thematic analysis was conducted on lesson plans built by pre-service teachers. In those plans, they evinced knowledge of class management, mathematics teaching, problem solving, and modeling teaching. Finally, the collective construction of assessment rubrics is highlighted. Its contributions and limitations as a formative assessment tool are reported. The role played by the advisors’ feedback and support to pre-service teachers is also presented.

Impact of Scientific Calculators in Mathematics among Low- Achieving Students in a Secondary School in Kajang, Selangor

This study aims to investigate the effects of scientific calculators on mathematics achievement in support of problem-solving instructions. In this study, 49 low achieving mathematics students aged 14 years were selected from a secondary school in Kajang, Selangor, Malaysia. A pre-test post-test quasi-experimental design with two groups was employed in this action research study. The experimental group learned solid geometry and statistics topics, with the aid of a scientific calculator; while the control group did not use any technological aid to learn these topics. By controlling the pre-test score, the ANCOVA two-way test was applied to the post-test results. A positive significant difference was reported in favour of the experimental group. However, no significant interactions were noted between group and gender. The analysis results indicate that the use of a scientific calculator in the integrated teaching and learning of mathematics helped the students improved their mathematics achievements. These findings have important implications in the educational setting, particularly for educators to support and facilitate low-achieving students in mathematics.

디자인 PBL 수업이 창의적 문제해결력, 수업만족도에 미치는 효과

급변하는 21C 사회에서는 디자인 교육 분야의 핵심 화두중 하나를 뽑자면 창의적 문제해결력이라 할 수 있다. 본 연구는 디자인 PBL(Problem Based Learning) 교육모형을 개발, 이를 대학생에게 적용하여 창의적 문제해결 능력과 수업만족도에 미치는 효과를 검증하는 것을 목적으로 수행되었다. 연구방법은 디자인 전공자 40명을 대상으로 실험집단은 디자인 PBL 수업을, 비교집단은 일반 수업을 진행한 후, 두 집단 간의 창의적 문제해결 능력 및 수업만족도의 차이를 비교분석하였다. 본 연구의 결과는 첫째, 디자인 PBL 수업이 일반적인 수업에 비해 학습자의 ‘창의적 문제해결력’ 향상에 효과가 있음이 검증되었다. 특히 창의적 문제해결력의 하위요인들 중에는 ‘확산적 사고와 의사결정 요인’에 유의미한 결과가 나타났다. 둘째, PBL 기반 디자인 수업이 학습자의 ‘수업 만족도’에 있어서도 긍정적인 영향을 미치는 것으로 나타났다. 특히 수업만족도의 하위요인들 중 ‘수업 흥미도’에서 유의한 차이가 나타났다. 결론적으로 디자인 PBL 수업은 체계적인 문제해결을 위한 창의적 사고 능력 향상에 효과적임을 시사한다. 이외에도 디자인 PBL의 팀 활동을 통해 학습자들은 타인에 대한 배려, 협동성, 책임감, 의사소통 등 디자이너로서 갖추어야 할 인성적인 측면에서 중요한 기회가 되었다. 이러한 연구결과는 4차 산업혁명시대에 요구되어지는 창의력 및 문제해결능력의 역량 제고를 위해 디자인 PBL 수업의 적용의 필요성을 보여주는 것이라 하겠다.

Analysis of Problem-Solving Skills of Vocational Teacher Candidates in Terms of Several Variables

The learning strategy applied so far is still not optimal to develop students' thinking skills. Learning that includes problem solving skills to students as teacher candidates have not yet substantially implemented. This research aims to find learning methods that can improve students' thinking skills as teacher candidates, especially problem solving skills. This research was conducted using a descriptive type of general survey method. Using Slovin formula and 5% error, a sample of 340 students was proportionally selected from 2289 students as a population. Data collection using a problem solving skills questionnaire that rearranged based on the concept of the simplexity thinking process Basadur. However, this study shows that there are significant differences (p<0.05) from problem solving skills based on the level of satisfaction of teacher candidates to the learning methods implemented by lecturers. However, there were no significant differences in problem-solving skills based on course, gender, middle school background, and year of admission (p>0.05) after analyzed with one-way ANOVA. This study shows that satisfaction with learning is in line with the problem-solving skills of teacher candidates. Therefore, it is important for institutions that produce vocational teacher candidates to teach problem solving skills and maintain their level of satisfaction in the learning process.

Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum

ABSTRACT The curriculum resources used for teaching secondary mathematics vary considerably from school to school. Some schools base their teaching largely on a single published scheme, while others design their own schemes of learning, curating their resources from a range of (often free) online sources. Both approaches seem problematic from the perspective of experiencing the mathematics curriculum as a coherent story, and neither seems likely to take best advantage of the accumulated body of knowledge in the education research literature about effective didactics for mathematics. In this position paper, as we embark on the collaborative, research-informed design of a complete, fully-resourced, free-to-access mathematics curriculum for students aged 11–14, we use the conceptual framework of mathematics curriculum as a story to draw out five key curriculum design principles. A mathematics curriculum should harness and develop the skills and expertise of teachers; balance the teaching of fluency, reasoning and problem solving; give explicit attention to important errors and misconceptions; compare and contrast alternative methods; and engineer coherence through strategic use of consistent representations and contexts. We use these five principles to set out our vision for the next step in research-informed mathematics curriculum design.

Rethinking Problem-Solving Teaching Strategies in the Primary Sector for both Face-to-Face and Online Delivery

This paper reports on a review of a series of video tutorials that were developed for offering at a distance to primary school students of Trinidad and Tobago during the pandemic. The materials selected for the review focused on the teaching of problem-solving skills based on topics drawn from the mathematics curriculum. The tutorials were developed and presented by primary school teachers with support from the Ministry of Education. The main purpose of this review was to assess the instructional strategies employed in the delivery of the video tutorials. An inductive-deductive approach was employed for this purpose. The review also sought to examine the effectiveness of video broadcast to support instructional delivery. The reviewer’s overall conclusion was that greater attention should be paid to formulating strategies specifically for the task of solving a given class of problems rather than simply relying on the procedures derived from the underpinning mathematical operations. The reviewer made some brief recommendations about the development of a technology-use policy intended to deploy educationally-appropriate modern technology to support the learning of primary school students.