Relevant bibliographies by topics / Problem solving in children. Mathematical ability

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Problem solving in children. Mathematical ability'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Problem solving in children. Mathematical ability"

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Overtoom-Corsmit, Ruth, Rijkje Dekker, and Pieter Span. "Information Processing in Intellectually Highly Gifted Children by Solving Mathematical Tasks." Gifted Education International 6, no. 3 (January 1990): 143–48. http://dx.doi.org/10.1177/026142949000600304.

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This paper describes a research project which examined the methods of mathematical problem-solving used by highly gifted children and average children. The research methodology is outlined and the writers suggest the possibility of specific teaching of advanced mathematical problem-solving skills to pupils of average ability.
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Tjalla, Awaluddin, and Maria Fransiska Putriyani. "Mathematics Metacognitive Skills of Papua’s Students in Solving Mathematics Problems." Asian Social Science 14, no. 7 (June 22, 2018): 14. http://dx.doi.org/10.5539/ass.v14n7p14.

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This research focuses on the analysis of mathematics metacognitive skills of Papua’s students in School of Indonesian Children in solving mathematics learning problems. The research was conducted to provide a good quality education for Papuan students, so the research start the research from the metacognitive skills especially in mathematics. The respondents of the research are 6 students from grade VII in School of Indonesian Children. Those respondents are represent of higher mathematical ability, medium mathematical ability, and lower mathematical ability. The research used descriptive qualitative research method. Data collection procedures used in this research was in-depth interview and participant observation as well as documents related to metacognitive process in solving the problems in learning mathematics. The in-depth interview was with the respondents, the Principal, the mathematical teacher and the Character Building teacher. For documents related to metacognitive process in solving the problems in learning mathematics such as the result national exam in elementary, the result daily test of math, the result of quiz or homework. In general, the students in Papua were lack of mathematics metacognitive ability such as, lack of cognitive knowledge and cognitive regulation, sometimes they cannot perform the activities that reflects conscious metacognitive such as mathematics problem solving. The research result indicates that the structure metacognitive ability of students in Papua influences their problem solving ability in learning mathematics. This metacognitive ability is also influenced by the fact that it becomes their characteristics background as respondents from Papua.
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Crespo, Sandra M., and Andreas O. Kyriakides. "Research, Reflection, Practice: To Draw or Not to Draw: Exploring Children's Drawings for Solving Mathematics Problems." Teaching Children Mathematics 14, no. 2 (September 2007): 118–25. http://dx.doi.org/10.5951/tcm.14.2.0118.

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Drawing a picture is a problem-solving strategy widely encouraged by elementary mathematics textbooks and teachers. Indeed, drawing can be a powerful way of engaging many students, especially young ones, in representing and communicating their mathematical ideas. Children develop the ability to draw long before they learn to write, and the act and product of drawing are accessible to children of diverse cognitive, academic, cultural, and language backgrounds (children with visual impairments are an obvious exception). The power of drawing as a problem-solving strategy can be observed as young children draw solutions to problems that involve mathematical concepts beyond the level of the mathematics they have studied. The shortcoming of drawing as a problemsolving strategy is that some students favor drawing even when that strategy is the least efficient or viable for finding a solution. Although there are good reasons for asking students to draw when solving a mathematical problem, teachers must also consider what they themselves know and do not know about children's drawings and what sense they make of such representations.
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Hart, Lynn C. "Brief Reports: Some Factors That Impede or Enhance Performance in Mathematical Problem Solving." Journal for Research in Mathematics Education 24, no. 2 (March 1993): 167–71. http://dx.doi.org/10.5951/jresematheduc.24.2.0167.

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Considerable emphasis in problem-solving research has been placed on studying the processes used by expert problem solvers or above-average students, often with the goal of identifying processes that might be taught to average-and below-average students (Dalton, 1974; Knippenberg, 1978; Simon, 1986). But, as Lesh (1981) points out, “the qualitatively different systems of thought used by gifted problem solvers may be … inaccessible to … average-ability children” (p. 239). Lesh's comments indicate that it may be important to identify factors that enhance or impede the problemsolving progress of average-ability students, rather than focusing attention on experts. Lester (1987) also calls for research in th is area. Identifying some of these factors was the goal of this study (a more complete report of which can be found in Hart, 1985).
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Bae, Young Seh, Hsu-Min Chiang, and Linda Hickson. "Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers." Journal of Autism and Developmental Disorders 45, no. 7 (February 15, 2015): 2200–2208. http://dx.doi.org/10.1007/s10803-015-2387-8.

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Shakila, J. "Learning of Mathematical Concepts in Relation to Spatial Ability and Problem Solving Skills among Secondary School Pupils." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 1 (February 18, 2017): 106. http://dx.doi.org/10.21013/jems.v6.n1.p8.

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<div><p><em>Mathematics with all its branches plays an important role in everyday life. It is created to investigate the whole range of knowledge. Learning mathematics is basically a constructive process, which means that pupils gather, discover, create mathematical knowledge and skills mainly in the course of some social activity that has purpose consequently mathematics classroom instruction should move away from the information transmission model. Meaningful and authentic context should play a crucial role in mathematics learning and teaching, therefore, we need an integrated approach to mathematics teaching.</em></p><p><em>Problem solving is an integral part of developmental activities and provides opportunities for children to practice what they have learned by applying their learning situations. The amount of practice needed by any learner is reduced if he understands the concepts and skills to be practiced. How can we make our students good problem solvers in mathematics? This is possible only when we make mathematics education more meaningful and interesting. Mathematical abilities like logical thinking, rational reasoning, concentration of mind, orderly presentation, precision and accuracy, analytical and inductive skills, and above all general problem solving abilities. So the present study is intended to learning of mathematical concepts in relation to problem solving skills among secondary school pupils.</em></p></div>
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Akita, Miyo. "Development of a math lesson model that fosters autonomous learning ability and creative problem-solving ability." Impact 2021, no. 3 (March 29, 2021): 15–17. http://dx.doi.org/10.21820/23987073.2021.3.15.

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Mathematics is an integral part of day-to-day life, which is why mathematics education is key in order to establish solid foundations. A one-size-fits-all approach cannot be applied to the learning of mathematics and traditional teaching methods aren't effective for every learner. This is why research looking at new methods of teaching mathematics in order to equip children with lifelong skills is important. Professor Miyo Akita, Naruto University of Education, Japan, is working to transform how mathematics is taught in order to make it accessible to all. One of her goals is to focus on the creativity that she believes is inherent to mathematics. She believes that, traditionally, mathematics teaching has been too rigid and instead is placing emphasis on flexibility, with a view to facilitating effective learning. She is also establishing methods for autonomous learning, using a simple and easy-to-understand model. Akita is developing this model in collaboration with Noboru Saito, Saitama Dakuen University, Japan. From her findings on how to foster autonomous learning, Akita found that it is important that students explain new properties using known properties, forming meaningful connections that facilitate learning. She also underlined the importance of the representation of relationships in mathematical thinking. In another, interconnected investigation, Akita set out to propose a learning model for developing creative and autonomous learners in mathematics that involves linking previous knowledge to new knowledge in order to better understand it.
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Fuady, Anies, Purwanto, Susiswo, and Swasono Rahardjo. "Abstraction reflective student in problem solving of Mathematics based cognitive style." International Journal of Humanities and Innovation (IJHI) 2, no. 4 (December 31, 2019): 103–7. http://dx.doi.org/10.33750/ijhi.v2i4.50.

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The student's reflective abstraction ability in solving problems is necessary because the result of a person's reflective abstraction is a scheme used to understand something, finding solutions or solving problems. Besides, reflective abstractions are essential to higher mathematical, logical thinking as they occur in logical thinking in children. Therefore, to develop a reflective abstraction notion of high-level mathematical thinking, it is necessary to separate what is an essential feature of reflective abstraction, reflect its rules on higher mathematics, recognize and reconstruct it so that a similar theory of knowledge Mathematics and its instructions. While research that will researchers do is to know how the process of reflective abstraction of students in solving problems in terms of cognitive style. This is because the cognitive style is closely related to how to receive and process all information, especially in learning. The various trends in their learning can be identified and then classified whether the child belongs to an independent field cognitive style (thinking tends to have the independence of views) or field dependent.
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Geary, David C., Liu Fan, and C. Christine Bow-Thomas. "Numerical Cognition: Loci of Ability Differences Comparing Children from China and the United States." Psychological Science 3, no. 3 (May 1992): 180–85. http://dx.doi.org/10.1111/j.1467-9280.1992.tb00023.x.

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This study was designed to determine if the advantage of Chinese children over American children in basic numerical skills is related to differences in the strategies used to solve elementary mathematics problems or to the speed of executing the underlying processes. To achieve this goal, first-grade children from China and the United States were administered a pencil-and-paper numerical ability measure and solved a series of computer-presented addition problems. For the computer task, strategies and solution times used in problem solving were recorded on a trial-by-trial basis. The Chinese children showed a 3-to-1 performance advantage on the ability measure. Chinese and American children used the same types of strategies to solve the addition problems, but the Chinese children were well ahead of their American counterparts in terms of the developmental maturity of the strategy mix. The Chinese children also showed a speed-of-processing advantage for retrieval-based, but not counting-based, processes. The strategic and speed-of-processing differences appeared to mediate the advantage of the Chinese children on the ability measure. Implications for the acquisition of more complex mathematical skills and concepts are discussed.
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Ng, Swee Fong, and Kerry Lee. "The Model Method: Singapore Children's Tool for Representing and Solving Algebraic Word Problems." Journal for Research in Mathematics Education 40, no. 3 (May 2009): 282–313. http://dx.doi.org/10.5951/jresematheduc.40.3.0282.

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Solving arithmetic and algebraic word problems is a key component of the Singapore elementary mathematics curriculum. One heuristic taught, the model method, involves drawing a diagram to represent key information in the problem. We describe the model method and a three-phase theoretical framework supporting its use. We conducted 2 studies to examine teachers' perceptions and children's application of the model method. The subjects were 14 primary teachers from 4 schools and 151 Primary 5 children. The model method affords higher ability children without access to lettersymbolic algebra a means to represent and solve algebraic word problems. Partly correct solutions suggest that representation is not an all-or-nothing process in which model drawing is either completely correct or completely incorrect. Instead, an incorrect solution could be the consequence of misrepresentation of a single piece of information. Our findings offer avenues of support in word problem solving to children of average ability.
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Dissertations / Theses on the topic "Problem solving in children. Mathematical ability"

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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
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Schaefer, Whitby Peggy J. "The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or Asperger's syndrome." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002732.

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Ndongeni, Siviwe Lungelwa. "Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013217.

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The focus of this study is to explore three key aspects of learners’ multiplicative proficiency: the nature of learners’ conceptual understanding of multiplication, the nature of learners’ numeracy dispositions (in the context of learning multiplication), and the relationship between conceptual understanding and productive dispositions in the context of multiplication. The study used a qualitative case study approach to gather rich data in relation to these. In the study a purposively selected sample of six Grade 4 learners was used from the same school: two high, two average, and two low performers. Kilpatrick, Swafford, and Findell (2001) define conceptual understanding as a functional grasp of mathematical ideas and its significant indicator is being able to represent mathematical situations in different ways and knowing how different representations can be useful for different purposes. They then refer to productive disposition as the ‘tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics’ (p.131). Individual interviews were conducted using Wright, et al.’s (2006) instrument for exploring the nature of students’ conceptual understanding of multiplication. Wright, et al. (2006) argue that the topics of multiplication and division build on the students’ knowledge of addition and subtraction, and also multiplication and division provide foundational knowledge for topics such as fractions, ratios, proportion and percentage, all of which are core and essential areas of mathematical learning typically addressed in the primary or elementary grades. Researchers agree that learners have to be exposed to various strategies so that they are able to see that there is a difference between additive reasoning and multiplicative reasoning. In order to classify learners’ conceptual understanding of multiplication an analysis of the data was done and learners were allocated levels according to the Wright, et al. (2006) levels of achievement. For the classification of learner dispositions, the data was analysed in terms of the elements of productive disposition as defined by Kilpatrick, et al. (2001) and Carr and Claxton (2002). The key findings of the study indicate that for conceptual understanding most of the learners depended on using concrete materials in solving multiplication and they also used basic strategies and methods. The findings for productive dispositions were that most of the learners saw themselves as competent in doing multiplication but the aspect of sense making and steady effort was less developed. The findings for the relationship between conceptual understanding and productive disposition were that both strands have a mutual relationship in which one helped the other to develop.
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Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.

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The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.
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McCoy, Leah Paulette. "The effect of computer programming experience on mathematical problem solving ability." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/64669.

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Five component problem-solving skills (general strategy, planning, logical thinking, algebraic variables, and debugging) were identified as common elements of both computer programming and mathematical problem-solving. Based on the similarities of these general skills in specific contexts, a theory was generated that the skills would transfer and that experience in computer programming would cause an improvement in mathematical problem-solving achievement. A path model was constructed to illustrate this hypothesized causal relationship between computer programming and mathematical problem-solving achievement. In order to control for other relevant variables, the model also included mathematics experience, access to a home computer, ability, socioeconomic status, and gender. The model was tested with a sample of 800 high school students in seven southwest Virginia high schools. Results indicated that ability had the largest causal effect on mathematical problem-solving achievement. Three variables had a moderate effect: computer programming experience, mathematics experience, and gender. The other two variables in the model (access to a home computer and socioeconomic status) were only very slightly related to mathematical problem-solving achievement. The conclusion of the study was that there was evidence to support the theory of transfer of skills from computer programming experience to mathematical problem-solving. Once ability and gender were controlled, computer programming experience and mathematics experience both had causal effects on mathematical problem-solving achievement. This suggests that to maximize mathematical problem-solving scores, a curriculum should include both mathematics and computer programming experiences.
Ed. D.
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Hoosain, Emamuddin. "Teachers' conceptions and beliefs about mathematical problem solving relative to high-ability and low-ability students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665559998.

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Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.

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Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.

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Walden, Rachel Louise. "An exploration into how year six children engage with mathematical problem solving." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/14285.

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This thesis provides some new insight into children’s strategies and behaviours relating to problem solving. Problem solving is one of the main aims in the renewed mathematics National Curriculum 2014 and has appeared in the Using and Applying strands of previous National Curriculums. A review of the literature provided some analysis of the types of published problem solving activities and attempted to construct a definition of problem solving activities. The literature review also demonstrated this study’s relevance. It is embedded in the fact that at the time of this study there was very little current research on problem solving and in particular practitioner research. This research was conducted through practitioner research in a focus institution. The motivation for this research was, centred round the curiosity as to whether the children (Year Six, aged 10 -11 years old) in the focus institution could apply their mathematics to problem solving activities. There was some concern that these children were learning mathematics in such a way as to pass examinations and were not appreciating the subject. A case study approach was adopted using in-depth observations in one focus institution. The observations of a sample of Year Six children engaged in mathematical problem solving activities generated rich data in the form of audio, video recordings, field notes and work samples. The data was analysed using the method of thematic analysis utilising Nvivo 10 to code the data. These codes were further condensed to final overarching themes. Further discussion of the data shows both mathematical and non-mathematical overarching themes. These themes are discussed in more depth within this study. It is hoped that this study provides some new insights into children’s strategies and behaviours relating to problem solving in mathematics.
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Lo, Elsa. "Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61813.

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Books on the topic "Problem solving in children. Mathematical ability"

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Máiréad, Dunne, ed. Assessing children's mathematical knowledge: Social class, sex, and problem-solving. Buckingham: Open University Press, 2000.

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Problem solving, reasoning and numeracy in the early years foundation stage. New York: Routledge, 2008.

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Taris, Louis James. Problem solving in science: An interactive program for content reading & critical thinking. 2nd ed. North Billerica, Maine: Curriculum Associates, 1997.

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Collis, Kevin F. Collis-Romberg mathematical problem solving profiles. Hawthorn, Vic., Australia: Australian Council for Educational Research, 1992.

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Janine, Blinko, and Spoor Mike, eds. Mathematical beginnings: Problem solving for young children. Colchester: Claire, 1988.

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Fadaei, Amir Hosein. CA upgrading for extending the optimization problem solving ability. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Fadaei, Amir Hosein, and Amir Hosein Fadaei. CA upgrading for extending the optimization problem solving ability. Hauppauge, N.Y: Nova Science Publishers, 2010.

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Will Gulliver's suit fit?: Mathematical problem-solving with children. Cambridge [Cambridgeshire]: Cambridge University Press, 1986.

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A cognitive analysis of U.S. and Chinese students' mathematical performance on tasks involving computation, simple problem solving, and complex problem solving. Reston, Va: National Council of Teachers of Mathematics, 1995.

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S, Mullis Ina V., Jones Chancey O, United States. Office of Educational Research and Improvement., Educational Testing Service, and National Center for Education Statistics., eds. Can students do mathematical problem solving?: Results from constructed-response questions in NAEP's 1992 mathematics assessment. [Washington, D.C.]: U.S. Dept. of Education, Office of Educational Research and Improvement, 1993.

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Book chapters on the topic "Problem solving in children. Mathematical ability"

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Threadgill Sowder, Judith. "Affective Factors and Computational Estimation Ability." In Affect and Mathematical Problem Solving, 177–91. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3614-6_12.

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Ambrus, András, and Krisztina Barczi-Veres. "Teaching Mathematical Problem Solving in Hungary for Students Who Have Average Ability in Mathematics." In Posing and Solving Mathematical Problems, 137–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28023-3_9.

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Bednarz, Nadine. "Language Activity, Conceptualization and Problem Solving: The Role Played by Verbalization in the Development of Mathematical Thought in Young Children." In Mathematics Education Library, 228–39. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-017-2211-7_14.

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"Developing numeracy and mathematical problem- solving skills." In Commonsense Methods for Children with Special Educational Needs, 191–208. Routledge, 2007. http://dx.doi.org/10.4324/9780203964361-17.

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Kramarski, Bracha. "Self-Regulated Learning in Online Mathematical Problem-Solving Discussion Forums." In Encyclopedia of Cyber Behavior, 1145–55. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0315-8.ch094.

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Online discussion forums have created both opportunities and challenges in the instruction of mathematics. They provide a variety of tools for sharing knowledge during the solution process, which can enhance students’ mathematical problem solving. However, research also indicates that students have difficulty engaging in the processes involved in using discussion forums, which require the ability to coordinate knowledge with solution strategies and control behaviors (i.e., monitoring). This ability is the essence of self-regulated learning (SRL). This article presents how one may stimulate students’ online SRL in mathematical problem-solving discussion forums by using support techniques. An overview of four research fields, along with the leading experts in each field, presents the complexity of mathematical problem-solving online discussion forum tools, SRL models and self-questioning support techniques using the IMPROVE model. Future directions are suggested.
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Kusaeri, K., and B. Sholeh. "Determinate factors of mathematics problem solving ability toward spatial, verbal and mathematical logic intelligence aspects." In Ideas for 21st Century Education, 333–36. Routledge, 2017. http://dx.doi.org/10.1201/9781315166575-67.

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Jayarathna, Sampath, Yasith Jayawardana, Mark Jaime, and Sashi Thapaliya. "Electroencephalogram (EEG) for Delineating Objective Measure of Autism Spectrum Disorder." In Computational Models for Biomedical Reasoning and Problem Solving, 34–65. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7467-5.ch002.

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Autism spectrum disorder (ASD) is a developmental disorder that often impairs a child's normal development of the brain. According to CDC, it is estimated that 1 in 6 children in the US suffer from development disorders, and 1 in 68 children in the US suffer from ASD. This condition has a negative impact on a person's ability to hear, socialize, and communicate. Subjective measures often take more time, resources, and have false positives or false negatives. There is a need for efficient objective measures that can help in diagnosing this disease early as possible with less effort. EEG measures the electric signals of the brain via electrodes placed on various places on the scalp. These signals can be used to study complex neuropsychiatric issues. Studies have shown that EEG has the potential to be used as a biomarker for various neurological conditions including ASD. This chapter will outline the usage of EEG measurement for the classification of ASD using machine learning algorithms.
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Bräuning, Kerstin. "Long-term study on the development of approaches for a combinatorial task." In Implementation Research on Problem Solving in School Settings, 33–50. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871167.0.03.

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In a longitudinal research project over two years, we interviewed children up to 6 times individually to trace their developmental trajectories when they solve several times the same tasks from different mathematical areas. As a case study, I will present the combinatorial task and analyze how two children, a girl and a boy, over two years approached it. As a result of the case studies we can see that the analysis of the data product-oriented or process-oriented provides different results. It is also observable that the developmental trajectory of the girl is a more continuous learning process, which we cannot identify for the boy.
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Edson, Alden J., Diane R. Rogers, and Christine A. Browning. "Formative Assessment and Preservice Elementary Teachers' Mathematical Justification." In Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age, 293–323. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0120-6.ch012.

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The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.
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Edson, Alden J., Diane R. Rogers, and Christine A. Browning. "Formative Assessment and Preservice Elementary Teachers' Mathematical Justification." In Learning and Performance Assessment, 357–88. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch018.

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The focus of this chapter is on elementary preservice teachers' (PSTs') use of justification in problem-solving contexts based on a semester algebra course designed for elementary education mathematics minors. Formative assessment and digital tools facilitated the development of PSTs' understanding and use of justification in algebraic topics. The instructional model used includes the following components: negotiating a “taken-as-shared” justification rubric criteria; engaging in problem solving; preparing, digitally recording, and posting justification videos to the Cloud; and finally, listening and sharing descriptive feedback on the posted videos. VoiceThread was the digital venue for the preservice teachers to listen to their peers' justifications and post descriptive feedback. Findings from an analysis of a group focus on the PSTs' peer- and self-feedback as it developed through a semester and the PSTs' ability to provide a range of descriptive feedback with the potential to promote growth in the understanding and use of mathematical justification.
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Conference papers on the topic "Problem solving in children. Mathematical ability"

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Syafri, Fatrima Santri, Dodi Isran, and Nurhikma. "The Relationship Between Mathematical Problem-Solving Ability, Mathematical Connection Ability, and Ability to Read the Qur’an." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.033.

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Septian, Ari, Sarah Inayah, Ramdhan Fazrianto Suwarman, and Rendi Nugraha. "GeoGebra-Assisted Problem Based Learning to Improve Mathematical Problem Solving Ability." In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.119.

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Ansari, Bansu I., Fatimah Nur, and Mursalin Mursalin. "Developing Mathematical Communication Problem Solving Ability Using Hot Potatoes Software." In Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January 2018, Aceh, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-1-2018.2281919.

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Minarni, Ani, and E. Elvis Napitupulu. "Eighth Grade Students Mathematical Problem Solving Ability: Public School Case." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.139.

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Rahmawati, Ratih, Mardiyana Mardiana, and Triyanto Triyanto. "Analysis of Studentsr Mathematical Reasoning Ability in Solving Mathematics Problem." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.57.

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Fauza, Adrina, E. Elvis Napitupulu, and Nerli Khairani. "The Enhancement Difference of Eight Grade Students' Mathematical Problem-Solving Ability." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.1.

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Ambarwati, Siti, Ahmad Fauzan, and Ahmad Fauzi. "The Influence of PACE Learning Model on Mathematical Problem-Solving Ability." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.39.

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Rusyda, Nurul Afifah, Rusdinal, and Fitrani Dwina. "Enhancing Students` Mathematical Problem Solving Ability Through Brain Based Learning Approach." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.6.

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Asmara, Wanti, Lia Waroka, Eka Novrianti Prana Putri, Detty Syefriyani, Tanti Novita, and Saleh Haji. "Using Teaching Materials Outdoor Learning to Improve Mathematical Problem Solving Ability." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.51.

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Trisna, Dini Fajria, Hendra Syarifuddin, and Ratnawulan. "Development of Student Worksheet Based Contructivism Approachment to Improving Mathematical Problem Solving Ability." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.41.

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