Relevant bibliographies by topics / Teaching problem solving strategies

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

Academic literature on the topic 'Teaching problem solving strategies'

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Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Teaching problem solving strategies"

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Bosch, Karen A., and Katharine Kersey. "Teaching Problem-Solving Strategies." Clearing House: A Journal of Educational Strategies, Issues and Ideas 66, no. 4 (April 1993): 228–30. http://dx.doi.org/10.1080/00098655.1993.9955978.

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Fülöp, Eva. "Teaching problem-solving strategies in mathematics." Lumat: International Journal of Math, Science and Technology Education 3, no. 1 (February 28, 2015): 37–54. http://dx.doi.org/10.31129/lumat.v3i1.1050.

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This study uses the methodology of design-based research in search of ways to teach problem-solving strategies in mathematics in an upper secondary school. Educational activities are designed and tested in a class for four weeks. The design of the activities is governed by three design principles, which are based on variation theory. This study aims to contribute to an understanding of how the teaching of problem-solving strategies and strategy thinking in mathematics can be organized in a regular classroom setting and how this affects students´ learning in mathematics. We start by discussing the nature of the concept strategy in relation to the concepts of method and algorithm. Using pre- and post-tests, we compare the development of the students´ conceptual and procedural abilities with a control group. In addition, we use the post-test to investigate the students´ use of problem-solving strategies. The results suggest that these designed activities improve students’ ability to use problem-solving strategies. Moreover, significant differences were found in conceptual and procedural abilities in mathematics, the experimental group improving more than the control groups.
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Adams, Harvey B. "The Teaching of General Problem Solving Strategies." Gifted Education International 4, no. 2 (September 1986): 85–88. http://dx.doi.org/10.1177/026142948600400205.

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In this article the author advocates the development of problem solving ability as a fundamental aim of all teachers, regardless of the age of the pupils or the subject being taught. A definition of ‘a problem’ and a breakdown of the problem solving process is offered. This is followed by a series of guidelines for the teaching of general problem solving strategies. Finally, an illustration is given of how a general model can be taught to young (6–8 year old) children.
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Roberts, Sally K. "The Important Thing about Teaching Problem Solving." Mathematics Teaching in the Middle School 16, no. 2 (September 2010): 104–8. http://dx.doi.org/10.5951/mtms.16.2.0104.

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I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.
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Stepich, Donald A., and Timothy J. Newby. "Designing instruction: Practical strategies—4. Teaching problem solving." Performance + Instruction 28, no. 10 (November 1989): 47–48. http://dx.doi.org/10.1002/pfi.4170281015.

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Kerekes, Vera. "A Problem-solving Approach to Teaching Second-Year Algebra." Mathematics Teacher 83, no. 6 (September 1990): 432–35. http://dx.doi.org/10.5951/mt.83.6.0432.

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Problem-solving strategies are important parts of our middle school curriculum. Teaching strategies is an excellent way to help students attack mathematical, as well as other, problems. Such strategies include guessing and checking, simplifying the problem, building a model, developing a systematic list or a chart, working backward, drawing a picture, and looking for a pattern. Our students spend an entire school year in the eighth grade to learn to use these problem- solving strategies to solve problems that would otherwise require sophisticated mathematical tools if they could be solved at all by mathematical methods. This experience promotes the development of intuition and number sense in young students.
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Csíkos, Csaba, and Judit Szitányi. "Teachers’ pedagogical content knowledge in teaching word problem solving strategies." ZDM 52, no. 1 (December 13, 2019): 165–78. http://dx.doi.org/10.1007/s11858-019-01115-y.

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AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.
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Malloy, Thomas E., Christine Mitchell, and Oakley E. Gordon. "Training Cognitive Strategies Underlying Intelligent Problem Solving." Perceptual and Motor Skills 64, no. 3_suppl (June 1987): 1039–46. http://dx.doi.org/10.2466/pms.1987.64.3c.1039.

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Cognitive strategies underlying excellent performance of intelligent people on the Raven's Progressive Matrices Test were used to develop a teaching package. 24 subjects in a Cognitive Strategies group were trained using this teaching package. An Exposure group of 17 subjects were not trained but solved all the examples of puzzles in the package. A Control group, with 13 subjects, received no intervention. Subjects were pre- and posttested on matrix solving ability and were posttested on a Piagetian multiplicative classification task. The Cognitive Strategies group showed the greatest improvement pre- to posttest, followed by the Exposure group and then the Control group. The Cognitive Strategies group was superior to both controls on the Piagetian task, indicating a broad improvement in cognitive functioning.
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Mousley, Keith, and Ronald R. Kelly. "Problem-Solving Strategies for Teaching Mathematics to Deaf Students." American Annals of the Deaf 143, no. 4 (1998): 325–36. http://dx.doi.org/10.1353/aad.2012.0082.

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Younes, Hamza Abdelhalim, and Talbi Mohamed Tahar. "Teaching mathematics in Middle school in Algeria." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 74–81. http://dx.doi.org/10.18844/prosoc.v4i9.3045.

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We show that the middle school second-generation textbook of mathematics, for the first middle school year, is not committed to the new curriculum, at least from the point of view of the acquisition of competencies in problem solving. We present the structure of the textbook, and we study the resolved problems and the proposed problems and exercises to see the solving strategies that could emerge when solving these tasks. Finally, we conclude. Keywords: Curriculum, textbook, problem-solving, heuristics.
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Dissertations / Theses on the topic "Teaching problem solving strategies"

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Klingler, Kelly Lynn. "Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5381.

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The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem solving in mathematics was found. Students took the Mathematics Attitudes survey before and after the study was conducted. In-class observations of the students applying problem solving strategies and students' response journals were made. Students had small group interviews after the research study was conducted. Therefore, I concluded that with the relationship between the Mathematics Attitudes survey scores and journal responses that teaching the problem solving strategies to middle school students was an influential tool for improving students' mathematics attitude.
ID: 031001486; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Enrique Ortiz.; Title from PDF title page (viewed July 24, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 88-92).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science
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Ragonis, Noa. "Problem-solving strategies must be taught implicitly." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6464/.

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Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.
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Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.

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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types. It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably. In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems. Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group. These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Luk, Hok-wing. "Strategies in the teaching of problem solving skills in mathematics : a comparison between the experienced and the less-experienced teachers /." Hong Kong : University of Hong Kong, 1989. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18531520.

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Kavai, Portia. "The Use of animal organ dissection in problem-solving as a teaching strategy." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40228.

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The major purpose of this study was to investigate the effects of using animal organ dissection in general, and its use specifically in problem-solving as a teaching strategy in Grade 11 Life Sciences education. A multiple methods research design was used for this study. The data collection methods for the quantitative approach were the pre-test, post-test and a questionnaire. The pre-test and post-test had predominantly problem-solving questions. The questionnaire and the tests were administered to 224 learners from four Pretoria East secondary schools from different environments. The data collection methods for the qualitative approach were the interviews with the Grade 11 Life Sciences teachers of the selected schools, lesson observations and relevant document analysis. The interviews were conducted with six Grade 11 Life Sciences teachers teaching at the four selected schools. Findings from both the quantitative and the qualitative approaches were integrated to give an in-depth understanding of the study. The findings show that there were significant differences between the means of the pre-test and the post-test for the total for the whole group of 224 learners. The variables in which the tests were categorised were the rote learning, problem-solving and three learning outcomes of the National Curriculum Statement (NCS). The way in which the learners answered the questions in terms of terminology they used, the confidence they displayed, the level of answering and the explanations they gave when they wrote the post-test were significantly different from when they wrote the pre-test. The significant differences between the means of the pre-test and the post-test may possibly have been due to the intervention. This showed the effectiveness of the intervention which was animal organ dissection in problem-solving. The study also showed that most teachers are not well-acquainted with problem-solving strategies which made it challenging for them to use animal organ dissections to develop problem-solving skills in learners. The attitudes of the teachers and learners towards animal organ dissection and its use in problem-solving as a teaching strategy were predominantly positive with less than a quarter of the whole group being negative due to a variety of reasons which include: moral values, religion, culture, blood phobia, squeamishness and being vegetarian. The majority of learners acknowledged the importance of animal organ dissections in developing skills like investigative, dissecting and problem-solving skills. This acknowledgement resulted in them being positive towards the use of animal organ dissections in problem-solving. One can conclude that animal organ dissections can be used in problem-solving as a teaching strategy in Life Sciences education. The level of learner engagement with animal organ dissections can determine the level of development of problem-solving skills as was evidenced by the differences between the mean scores of the four schools. The study recommended that the teachers should be encouraged to use animal organ dissections more frequently where it is applicable to develop problem-solving skills in learners and not merely let the learners cut, draw and label the organ. Teachers should also focus on problem-solving in general and develop this as a prime strategy. All activities should be prepared by the teacher and implemented in class to encourage and develop problem-solving skills.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Science, Mathematics and Technology Education
restricted
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Lam, Mau-kwan, and 林謀坤. "Secondary three students' strategies in solving algebraic equations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B3196025X.

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Luk, Hok-wing, and 陸鶴榮. "Strategies in the teaching of problem solving skills in mathematics: a comparison between the experienced andthe less-experienced teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B3195585X.

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Penlington, Thomas Helm. "Exploring learners' mathematical understanding through an analysis of their solution strategies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007642.

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The purpose of this study is to investigate various solution strategies employed by Grade 7 learners and their teachers when solving a given set of mathematical tasks. This study is oriented in an interpretive paradigm and is characterised by qualitative methods. The research, set in nine schools in the Eastern Cape, was carried out with nine learners and their mathematics teachers and was designed around two phases. The research tools consisted of a set of 12 tasks that were modelled after the Third International Mathematics and Science Study (TIMSS), and a process of clinical interviews that interrogated the solution strategies that were used in solving the 12 tasks. Aspects of grounded theory were used in the analysis of the data. The study reveals that in most tasks, learners relied heavily on procedural understanding at the expense of conceptual understanding. It also emphasises that the solution strategies adopted by learners, particularly whole number operations, were consistent with those strategies used by their teachers. Both learners and teachers favoured using the traditional, standard algorithm strategies and appeared to have learned these algorithms in isolation from concepts, failing to relate them to understanding. Another important finding was that there was evidence to suggest that some learners and teachers did employ their own constructed solution strategies. They were able to make sense of the problems and to 'mathematize' effectively and reason mathematically. An interesting outcome of the study shows that participants were more proficient in solving word problems than mathematical computations. This is in contrast to existing research on word problems, where it is shown that teachers find them difficult to teach and learners find them difficult to understand. The findings of this study also highlight issues for mathematics teachers to consider when dealing with computations and word problems involving number sense and other problem solving type problems.
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Bernstone, Helen. "The relationship between the beliefs of early childhood teachers and their use of scaffold, instruction and negotiation as teaching strategies." Thesis, Brunel University, 2007. http://bura.brunel.ac.uk/handle/2438/5179.

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This study investigates the relationship between the beliefs of early childhood education teachers and their use of the teaching strategies instruction and negotiation in relation to the scaffold process. Consideration of thinking skills and the ability to problem solve through the vehicle of play provided the background to the research focus. The research was undertaken in two differently structured early childhood education centres in New Zealand with a case study design framing the gathering of data through observations and interviews. It is a small qualitative study driven by socio-cultural theory and therefore considered from a social constructivist position. The main findings from observations and interviews revealed that not all teachers had congruency between their beliefs and practice, that instruction could be the only mediation within a scaffolding process and by considering the power relations in the learning and teaching situation, a model of how different teaching strategies could be related to different states of thinking. A key finding was that of a definition of negotiation as a teaching strategy.
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Beyleveld, Mia. "The dynamics of active learning as a strategy in a private Higher Education Institution." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65466.

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In South Africa, the Department of Education (DOE) via its South African Qualifications Authority (SAQA) mandates lecturers particularly at higher education level to deliver students that should be able to think critically and solve problems by the end of their undergraduate journey at any Higher Education Institution (HEI), whether public or private. HEIs have each taken their own approach on how to develop these competencies in their undergraduate students. This qualitative inductive case study focuses on understanding how eleven lecturers teaching at a private HEI in Midrand South Africa facilitate Active Learning in their classes, how they measure the success of Active Learning strategies and the support they have available to them by using semi-structured interviews and class observation data. Some of the findings highlight that these lecturers know exactly what Active Learning is even though most have never been officially trained. Six groups of different Active Learning strategies were identified including different questioning techniques, engagement via reading, engagement via writing, hands-on activities, use of technology and interaction with peers. Even though lecturers believed in Active Learning, evidence substantiating the effectiveness of their teaching methodology was mostly subjective. It was also found that lecturers had more support requirements than current support available and that the majority of current support was in the form of the immediate lecturer community.
Thesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted
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Books on the topic "Teaching problem solving strategies"

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Teachers & teaching: Strategies, innovations and problem solving. New York, NY: Nova Science Publishers, 2008.

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Judy, Goodnow, Moretti Gloria, Stephens Mark fl 1987-, and Scanlin Alissa, eds. The problem solver: Activities for learning problem-solving strategies. Palo Alto, Calif: Creative Publications, 1987.

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Hoogeboom, Shirley. The problem solver: Activities for learning problem-solving strategies. Palo Alto, Calif: Creative Publications, 1987.

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N, DeWaters Jamie, ed. Successful college teaching: Problem-solving strategies of distinguished professors. Boston: Allyn and Bacon, 1998.

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Stephen, Krulik, ed. Problem-solving strategies in mathematics: From common approaches to exemplary strategies. New Jersey: World Scientific, 2015.

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Marcia, Jordan Maya, ed. Rethinking classroom management: Strategies for prevention, intervention, and problem solving. Thousand Oaks, Calif: Corwin Press, 2003.

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Rethinking classroom management: Strategies for prevention, intervention, and problem solving. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2010.

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Hazekamp, Jana. Why before how: Singapore math computation strategies. Peterborough, N.H: Crystal Springs Books, 2011.

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P, Daunic Ann, ed. Managing difficult behaviors through problem-solving instruction: Strategies for the elementary classroom. Boston: Pearson/A&B, 2006.

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Posamentier, Alfred S. Problem solving in mathematics, grades 3-6: Powerful strategies to deepen understanding. Thousand Oaks, Calif: Corwin Press, 2009.

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Book chapters on the topic "Teaching problem solving strategies"

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Problem-Solving Strategies." In Guide to Teaching Computer Science, 75–93. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6630-6_5.

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Hazzan, Orit, Noa Ragonis, and Tami Lapidot. "Problem-Solving Strategies." In Guide to Teaching Computer Science, 143–68. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39360-1_8.

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Hazzan, Orit, Tami Lapidot, and Noa Ragonis. "Problem-Solving Strategies." In Guide to Teaching Computer Science, 63–78. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-443-2_5.

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Pečiuliauskienė, Palmira, and Dalius Dapkus. "The Development of Collaborative Problem-Solving Abilities of Pre-service Science Teachers by Stepwise Problem-Solving Strategies." In Professional Development for Inquiry-Based Science Teaching and Learning, 163–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_9.

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Vernooij, Fons. "Problem Solving Strategies." In Educational Innovation in Economics and Business Administration, 69–77. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-015-8545-3_8.

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Peypouquet, Juan. "Problem-Solving Strategies." In SpringerBriefs in Optimization, 81–91. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13710-0_5.

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Cotton, Tony. "Problem solving using mathematics." In Understanding and Teaching, 39–67. Fourth edition. | Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429318450-4.

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Horn, Ilana. "Teaching as Problem Solving." In Proficiency and Beliefs in Learning and Teaching Mathematics, 125–38. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_9.

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Mofield, Emily, and Megan Parker Peters. "Interpersonal Problem Solving." In Teaching TENACITY, RESILIENCE, and a DRIVE FOR EXCELLENCE, 203–8. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238683-28.

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Banerji, Ranan B. "Similarities in Problem Solving Strategies." In The Kluwer International Series in Engineering and Computer Science, 183–91. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-1523-0_10.

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Conference papers on the topic "Teaching problem solving strategies"

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Bunimovich, Lavy. "Teachers' perception of teaching problem-solving strategies to novices." In the 17th ACM annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2325296.2325410.

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Antoš, Karel. "POSSIBILITIES AND STRATEGIES OF PROBLEM SOLVING IN SECONDARY SCHOOL MATHEMATICS TEACHING." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1654.

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Cruz-Millán, Margarita, Miguel Aguilar-Santelises, Araceli García-Del Valle, María Teresa Corona-Ortega, Antonia Guillermina Rojas-Fernández, and Leonor Aguilar-Santelises. "STRATEGIES FOR TEACHING STATISTICS BASED ON COLLABORATIVE WORK AND PROBLEM SOLVING." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1270.

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Barak, Moshe. "Promoting Inventive Design and Problem-Solving Competencies." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59118.

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What can education do to foster students’ inventive design and problem-solving competencies? On the one hand, it is widely agreed that accomplishing this end is one of education’s main objectives today. On the other hand, many people regard creativity as a ‘God-given’ ability, something an individual either has or does not have but can hardly be learned or enhanced. Therefore, it is of no surprise that only little has been done to introduce the teaching of creative thinking into traditional schooling, either in K-12 education or in engineering education. In the current paper, however, I present a different viewpoint. The literature on design and problem-solving in engineering shows that while novices tend to follow a routine design approach or use the trial-and-error method, experts are likely to use domain-specific strategies, schemes and heuristics, move flexibly from one working method to another, combine given strategies in new ways, and solve problems by using shortcuts or rules-of-thumb rather than work according to a specific method. Therefore, it could be useful to teach students several heuristic methods for inventive design and problem-solving that have been used increasingly in engineering, for example, SCAMPER, TRIZ, Systematic Inventive Thinking (SIT) and the Eight-Dimensional method. This paper briefly reviews some of these methods and addresses the outcomes of several studies about teaching the methods to engineers and designers in industry, junior high school students, and science and technology teachers. The findings indicate that the participants often improved their achievements in suggesting original solutions to problems in comparison to a control group, and successfully utilized the method they had learned in their final project. The implications to engineering education are also discussed.
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Rosa, Rusdi Noor, Zul Amri, and Yetti Zainil. "Translation Strategies Used by Student Translators in Solving Equivalence Finding-Related Problems." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.066.

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Laiton, Ignacio. "Thinking Skills in Problem Solving: Pre-Knowledges." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9342.

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The present article shows the results of a study aimed at evaluating the way in which physics students of first semesters use the thinking skills in problem solving. We speak of pre-knowledge in terms of prior theoretical knowledge of an area of ​​knowledge, in this case it is about identifying pre-knowledge in the case of thinking skills for students who have recently entered higher education. At present, the teaching of thinking skills is considered one of the main characteristics of education for the 21st century. An instrument of ten problems submitted to expert judgment was designed to be applied during the academic semester to the students of electrical physics of two Colombian universities during the years 2016 and 2018. Are evaluated the categories of description, representation, identification of relationships, use of the mathematical model and drawing conclusions for each of the problems. The results show statistically a very low starting point in the ability to use such skills, and is in turn a reflection element for the design of effective pedagogical strategies in solving problems in physics in higher education.
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Hyun, Jung Suk, and Chan Jung Park. "Logical interpretation about problem types and solution strategies of the Butterfly model for the automation of contradiction-based provlem solving." In 2014 International Conference of Teaching, Assessment and Learning (TALE). IEEE, 2014. http://dx.doi.org/10.1109/tale.2014.7062632.

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Vargas-Silva, Gustavo, and Mariappan Jawaharlal. "Hands-On Experiences for Problem Solving in Engineering Education Based on Trees and Plants." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87583.

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We teachers know that problem solving is a crucial skill for our students. It is indispensable for developing original and creative thinking. We also know that deep learning of engineering fact can be assisted by using non-conventional tools and heterodox ideas for teaching, learning and presenting technical concepts. On that sense, we propose that engineering students could learn how to solve hands-on problems from nature; in particular from the plant kingdom. In addition, we engineers should not turn our back to nature. We should start a new voyage of discovery, seeking new landscapes with a different outlook. But how? The present paper presents an approach to integrate trees and plants into engineering education to learn problem solving hands-on experiences. The aim of this approach is to teach engineering design using trees in the local area with an emphasis on structural strategies. Students taking courses such as statics, dynamics, strength of materials, stress analysis, material science, and design courses can benefit tremendously from studying trees. Furthermore, this approach provides an exciting opportunity for students to understand the complexities of real world living systems, appreciate the genius of nature’s design, and develop methods to create sustainable designs. We think that those kind of natural realistic problems are complex: they have conflicting objectives, multiple solution methods, non-engineering success criteria, non-engineering constraints, unanticipated issues, interactions, collaborative activity systems, and multiple forms of problem representation. From an educational point of view, using a tree can bring tremendous practical benefits for problem solving in engineering education. Trees are everywhere, and they can easily integrate them into the classroom. Trees offer unlimited potential for teaching and research. For example, each student will have a different tree, and there are plenty of them, so each problem will be original and creative for each student providing a genuine learning experience. The present work puts on view a new development for teaching structural mechanics based on plant biomechanics, i.e. the study of the structural strategies of plants (and trees). The goal is to understand and emulate structures and functions of the plant kingdom to develop structural solutions in engineering. Therefore this paper presents teaching results and novel concepts for problem solving in engineering education, seeking new landscapes.
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Sommeillier, Raoul, and Frédéric Robert. "Combining DoV framework and methodological preconceptions to improve student’s electrical circuit solving strategies." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9458.

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Our research studies about student’s prior knowledge acting as learning difficulties (referred to as preconceptions) in electricity courses at university level led us to define knowledge as the association of two elements: a model and a domain of validity (DoV). This statement is the core of the DoV framework. This framework reveals its powerfulness in the way it helps teachers to map students’ cognitive structures, to identify their preconceptions as well as to derive effective teaching strategies. Quantitative experimentations we carry out indicate a lack of global circuit solving strategy among students. Especially, they highlight the fact that the difficulties encountered by those students in network analysis are not that much relying on the mastering of solving methods but on the method selection process. This lack of solving strategy prevents the students to grasp the domain of validity of the solving methods they master, so to associate the relevant methods with the suitable circuits. This paper depicts how the application of the DoV framework to this problem-solving process reveals to be a great tool to identify and tackle students’ (methodological) preconceptions as well as to formalize, rationalize and simplify complex solving strategies making them easier to explain, teach and learn.
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Lee, Tae-Eog, KiSoon Cho, and Eun-Jee Kim. "Education 3.0: Transforming Teaching and Learning by Eliminating Lecturing." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-53076.

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Lecturing has been effective for mass education. However, its limitations for learning effectiveness have been well known. Many innovative pedagogies have been developed for increasing interaction and student participation in classes. However, they have not been successfully adopted in most classrooms. On the other hand, the gap on educational quality between the industry and the academia, which is mostly attributable to lecture-based education, has been expanding. We propose a simple and effective strategy to transform teaching and learning to be highly interactive and student-participative by eliminating lecturing from classrooms. After sending lecturing to e-learning, teachers do non-lecturing activities including discussion, Q&A, interactive problem solving, team learning, and labs. We share strategies, feedback, and experiences from a university-wide program for implementing such new teaching and learning.
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Reports on the topic "Teaching problem solving strategies"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Rigelman, Nicole. Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1759.

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VanLehn, Kurt. Rule Acquisition Events in the Discovery of Problem Solving Strategies. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada225579.

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Danielson, Jared A., Pamela J. Vermeer, Eric M. Mills, and Holly S. Bender. Teaching Diagnostic Problem Solving: Principles Learned from Studies of the Diagnostic Pathfinder. Ames (Iowa): Iowa State University, January 2007. http://dx.doi.org/10.31274/ans_air-180814-909.

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Henrick, Erin, Steven McGee, Lucia Dettori, Troy Williams, Andrew Rasmussen, Don Yanek, Ronald Greenberg, and Dale Reed. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.3.

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This study examines the collaborative processes the Chicago Alliance for Equity in Computer Science (CAFÉCS) uses to conduct and use research. The CAFÉCS RPP is a partnership between Chicago Public Schools (CPS), Loyola University Chicago, The Learning Partnership, DePaul University, and University of Illinois at Chicago. Data used in this analysis comes from three years of evaluation data, and includes an analysis of team documents, meeting observations, and interviews with 25 members of the CAFÉCS RPP team. The analysis examines how three problems are being investigated by the partnership: 1) student failure rate in an introductory computer science course, 2) teachers’ limited use of discussion techniques in an introductory computer science class, and 3) computer science teacher retention. Results from the analysis indicate that the RPP engages in a formalized problem-solving cycle. The problem-solving cycle includes the following steps: First, the Office of Computer Science (OCS) identifies a problem. Next, the CAFÉCS team brainstorms and prioritizes hypotheses to test. Next, data analysis clarifies the problem and the research findings are shared and interpreted by the entire team. Finally, the findings are used to inform OCS improvement strategies and next steps for the CAFÉCS research agenda. There are slight variations in the problem-solving cycle, depending on the stage of understanding of the problem, which has implications for the mode of research (e.g hypothesis testing, research and design, continuous improvement, or evaluation).
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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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