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Relevant bibliographies by topics / Teaching problem solving strategies

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Academic literature on the topic 'Teaching problem solving strategies'

Author: Grafiati

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 (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 (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

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Adams, Harvey B. "The Teaching of General Problem Solving Strategies." Gifted Education International 4, no. 2 (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 (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 (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 (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 a

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Csíkos, Csaba, and Judit Szitányi. "Teachers’ pedagogical content knowledge in teaching word problem solving strategies." ZDM 52, no. 1 (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 descr

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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 (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 improvem

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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 (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 s

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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 prob

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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 s

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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

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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

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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-cultura

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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 fa

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Books on the topic "Teaching problem solving strategies"

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Teachers & teaching: Strategies, innovations and problem solving. 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. Creative Publications, 1987.

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

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

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

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

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

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

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

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Posamentier, Alfred S. Problem solving in mathematics, grades 3-6: Powerful strategies to deepen understanding. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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 presen

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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). 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. 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

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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

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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. 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 a

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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 b

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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 abiliti

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Rigelman, Nicole. Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform. Portland State University Library, 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. Defense Technical Information Center, 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. Iowa State University, 2007. http://dx.doi.org/10.31274/ans_air-180814-909.

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Henrick, Erin, Steven McGee, Lucia Dettori, et al. Research-Practice Partnership Strategies to Conduct and Use Research to Inform Practice. The Learning Partnership, 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

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, et al. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, 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 landsc

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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 int

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