Journal articles: '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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Székely, Kozákné, Ildikó. "Teaching of problem-solving strategies in mathematics in secondary schools." Teaching Mathematics and Computer Science 7, no. 1 (2009): 139–64. http://dx.doi.org/10.5485/tmcs.2009.0219.

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Frank, Martha L. "Problem Solving and Mathematical Beliefs." Arithmetic Teacher 35, no. 5 (January 1988): 32–34. http://dx.doi.org/10.5951/at.35.5.0032.

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A frequently asked question in the decade since problem solving has become a popular topic in mathematics education is “How can we get students to become better problem solvers?” Answers to this question have focused on such in structional techniques as the introduction of problem-problemsolving strategies (“heuristics”), Polya's four-step method, or even the teaching of computer programming languages such as Logo or BASIC.

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Trafton, Paul R., and Carol Midgett. "Principles and Standards: Learning through Problems: A Powerful Approach to Teaching Mathematics." Teaching Children Mathematics 7, no. 9 (May 2001): 532–36. http://dx.doi.org/10.5951/tcm.7.9.0532.

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Problem solving has been a major focus of mathematics education over the past two decades. Much has been learned about the problem-solving capabilities of elementary school children and their use of strategies in solving problems. However, problem solving has typically existed apart from core curriculum objectives. In many situations, it is a focus only after specific concepts and skills are taught and only then to provide practice for those concepts and skills.

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DeHaan, Robert L. "Teaching Creativity and Inventive Problem Solving in Science." CBE—Life Sciences Education 8, no. 3 (September 2009): 172–81. http://dx.doi.org/10.1187/cbe.08-12-0081.

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Engaging learners in the excitement of science, helping them discover the value of evidence-based reasoning and higher-order cognitive skills, and teaching them to become creative problem solvers have long been goals of science education reformers. But the means to achieve these goals, especially methods to promote creative thinking in scientific problem solving, have not become widely known or used. In this essay, I review the evidence that creativity is not a single hard-to-measure property. The creative process can be explained by reference to increasingly well-understood cognitive skills such as cognitive flexibility and inhibitory control that are widely distributed in the population. I explore the relationship between creativity and the higher-order cognitive skills, review assessment methods, and describe several instructional strategies for enhancing creative problem solving in the college classroom. Evidence suggests that instruction to support the development of creativity requires inquiry-based teaching that includes explicit strategies to promote cognitive flexibility. Students need to be repeatedly reminded and shown how to be creative, to integrate material across subject areas, to question their own assumptions, and to imagine other viewpoints and possibilities. Further research is required to determine whether college students' learning will be enhanced by these measures.

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Dragomir, Isabela-Anda, Brânduşa-Oana Niculescu, and Georgeta Obilişteanu. "Problem-Based Strategies for Teaching Military English." International conference KNOWLEDGE-BASED ORGANIZATION 25, no. 2 (June 1, 2019): 240–44. http://dx.doi.org/10.2478/kbo-2019-0088.

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Abstract Educators generally concur to the idea that one of the most essential goals of schooling is to empower students to become efficient problem solvers for the knowledge-based society. Problem-based learning (PBL) is an instructional methodology mainly focused on developing students’ abilities to deal with solving realistic issues by employing team-oriented strategies. The present paper discusses the opportunities of integrating PBL in the teaching of English for specific purposes, starting from the firm belief that by putting students in the role of effective collaborators, critical thinkers, creative problem-solvers, and capable communicators, the proposed strategies efficiently prepare cadets for real-life environments, for the challenges of their professional careers, and for an active citizenship. Drawing on a solid theoretical conceptualization of problem-based instruction, the article outlines the advantages of PBL for both teachers and students and proposes a series of practical strategies that are intended to facilitate our cadets’ development in four key skills – critical thinking, creativity, communication and collaboration, –with the help of project-based learning.

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Shokoohi–Yekta, Mohsen, Akram Parand, Nayereh Zamani, Maryam Ayazi, and Salahadin Lotfi. "Efficacy of Teaching New Parenting Strategies based on Problem Solving Approach." Procedia - Social and Behavioral Sciences 30 (2011): 167–70. http://dx.doi.org/10.1016/j.sbspro.2011.10.033.

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Lukáč, Stanislav, and Tadeáš Gavala. "Interactive Learning Environment Supporting Visualization in the Teaching of Probability." International Journal of Information and Communication Technologies in Education 8, no. 1 (March 1, 2019): 48–60. http://dx.doi.org/10.2478/ijicte-2019-0005.

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Abstract The probability is exceptional in the teaching of mathematics because students often have difficulties to understand the basic terms and the problem solving strategies. Understanding lacks of the probability concept and various types of misconceptions arise from the misleading intuition and misinterpretations of experience with the stochastic phenomena. The probability concept seems too abstract to some students therefore it is advisable to use mathematical problems based on real-life ideas, such as drug efficacy testing, tests for diagnosing of diseases in medicine, sports competitions, and games. By eliminating misconceptions and improving understanding of the problem solving strategies, it is possible to use various types of visualization to solve problems from this field of mathematics. Tables and different types of graphic diagrams can help students to understand the basic rules and problem solving techniques. This paper describes the main objectives and the structure of an interactive worksheet, prepared in spreadsheet environment, in which students are guided to use the visualization to solve probability problems. The implementation of an automatic feedback enables to evaluate the students’ answers. In the case of incorrect answer, solutions of the additional tasks using tree diagram or a tangram are recommended to the students. Students can decide which type of the visualization is more understandable for them to solve the probability of random events. Solving different task sequences using the selected types of visualization allows more learning paths for students. The final part of the paper contains an evaluation of the results and experiences of problem solving in the teaching of probability at grammar schools.

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Jukić Matić, Ljerka. "The Effect of Problem Solving Course on Pre-Service Teachers’ Beliefs about Problem Solving in School Mathematics and Themselves as Problem Solvers." Magistra Iadertina 12, no. 2 (April 26, 2018): 141–59. http://dx.doi.org/10.15291/magistra.1494.

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Problem solving in schools begins with mathematics teachers. The degree to which mathematics teachers are prepared to teach for, about and through problem solving influences on their implementation of problem solving in school. We conducted a small scale study where we examined the effect of implementation of heuristic strategies and Polya’s steps in mathematics method course. We assessed pre-service teachers’ knowledge and attitudes about them as problem solvers before and after the course. Moreover we assessed their beliefs of problem solving in school mathematics. Those beliefs were assessed in two occasions: right after the course and after finished teaching practice. Although students’ knowledge on problem solving was improved, the results of students’ beliefs show that it is important that pre-service teachers, and consequently in-service teachers, are constantly reminded on the positive effect of constructivist and inquiry-based approach on teaching mathematics.

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ORULEBAJA, YINKA TOSIN, OLATUNDE LAWAL OWOLABI, and HAKEEM AKINTOYE. "Effects of Multiple representations and Problem- solving learning strategies on Physics students’ problem-solving abilities." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 350–65. http://dx.doi.org/10.31686/ijier.vol9.iss4.3045.

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Student’s learning in physics takes many forms. Equations, diagrams, graphs and words all can be used to describe physical phenomena. Constructing descriptions of physical situations with these representations and focusing on their correct usage led to this study which investigated physics students’ knowledge of multiple representations and problem-solving abilities using multiple representations learning strategy and problem-solving learning strategy as an intervention. The pretest-posttest, control group quasi-experimental design with a 3x2x3 factorial matrix was used. A total of 294 Senior Secondary School-two (SSII) Physics students selected from six purposively sampled co-educational schools in Education Districts V of Lagos State formed the sample. Test of Knowledge of Multiple Representations Abilities in Projectiles and Equilibrium of forces (TKMRA-PE), Multiple Representations Abilities Assessment Instrument (MRAI) and Problem-Solving Assessment Instrument (PSAI). The reliability coefficient of the TKMRA-PE, MRAI, and PSAI were 0.83, 0.75 and 0.70 respectively. Data gathered were subjected to statistical techniques of Analysis of Covariance (ANCOVA) at 0.05 level of significant. Findings from the results showed significant effect of multiple representations learning strategies on problem-solving abilities; F (2, 291) = 4.440; p< 0.05, Ƞ2 =0.030. The descriptive statistics revealed the magnitude of problem-solving abilities across the groups. Students exposed to multiple representations learning strategy had the highest problem-solving abilities (x= 3.83), than their counterparts in problem-solving learning strategy( x = 29.4), and those conventional strategy group had the least problem-solving abilities(x =22.3). The finding showed that irrespective of gender and ability level, multiple representations and problem-solving strategies facilitate learning and should be recommended for teaching and learning of physics in senior secondary schools in Nigeria.

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Sherman, Lisa. "Angle detectives." Teaching Children Mathematics 24, no. 3 (November 2017): 154–57. http://dx.doi.org/10.5951/teacchilmath.24.3.0154.

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NCTM's Principles to Actions: Ensuring Mathematical Success for All outlines eight mathematics teaching practices for effective teaching and learning of mathematics (NCTM 2014, p. 10). The second practice, Implement tasks that promote reasoning and problem solving, involves effective teaching of mathematics that engages students in solving and discussing tasks that promote mathematical reasoning and problem solving and allow multiple entry points and varied solution strategies.

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Geist, Monika. "Noticing grammar in L2 writing and problem-solving strategies." Studies in Second Language Learning and Teaching 7, no. 3 (September 15, 2017): 471–87. http://dx.doi.org/10.14746/ssllt.2017.7.3.6.

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Noticing plays an important role for second language acquisition. Since the formulation of the output hypothesis (Swain, 1985), it has been proven that producing output can lead to noticing. Studies on noticing have revealed little focus on grammar, and an in-depth investigation of grammar noticing has not been conducted so far. Studies into problemsolving strategies applied to resolve noticing in writing have provided differing classifications. The current study investigates the noticing of ten young learners (15 to 16 years) of L2 English while performing a writing task, with a special focus on grammar. The problem-solving strategies these learners applied are analyzed. With regard to the linguistic areas, results suggest that verb forms, especially the use of modals, and the choice of prepositions, are the main issues encountered in morphology. In syntax, learners mainly dealt with the length of sentences and the ways of connecting clauses. Learners relied on their intuition and existing knowledge, common sense and rephrasing as grammar problem-solving strategies. These results open a new area of study into noticing grammar and suggest some implications for teaching.

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M’hamed, Sbaa Mohammed et El aydi, Yadir Said, and Radi Bouchaib. "Resolution Des Problemes Mathematiques En Formation Et Applications." European Scientific Journal, ESJ 13, no. 24 (August 31, 2017): 389. http://dx.doi.org/10.19044/esj.2017.v13n24p389.

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Mathematics occupies a privileged place in the educational system. It is one of the main disciplines in a learner's school life that allows him to develop problem-solving strategies and different learning abilities. Indeed, it is very important to make the learner to become active in the learning process of Mathematics. As a result, problem solving has become a crucial aspect. It helps the learner in the development of strategies for problem solving. Also, the learner must be adaptive to new situations from other disciplines or everyday life. In this study, we used the Georges Polya's "How solve it" guide and we applied it to solving some problems by insisting on the importance of applications in the teaching of Mathematics. We talked about the definition of the open problem and its educational objectives according to the IREM of Lyon. Then we discussed the activities by describing some difficulties encountered by the trainee teachers. These activities include: (1) A problem solved by three different methods: analytical geometry, GeoGebra software, and the Maple software to make a comparison of methods by practice; (2) Solving some open problems. We concluded this study by implementing problem-solving strategies and reasoning methods as tools for trainee teachers for "solving some open problems".

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Chen, Ya-Chun, Kimberley Wilson, and Huann-shyang Lin. "Identifying the challenging characteristics of systems thinking encountered by undergraduate students in chemistry problem-solving of gas laws." Chemistry Education Research and Practice 20, no. 3 (2019): 594–605. http://dx.doi.org/10.1039/c9rp00070d.

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Systems thinking has been an educational priority for more than a decade, yet its related assessment and teaching strategies have been understudied in the chemistry education research community. Through the lens of systems thinking, this study explores how undergraduate students connect and translate their conceptual representations when they are involved in contextualised problem-solving. The ‘Contextualised Problem Solving’ (CPS) assessment instrument contains four open-ended questions about gas law. Three different cohorts of students registered in a physical science course (2016 Fall, 2017 Spring, 2017 Fall semesters) participated in the problem-solving component of CPS. The results showed that only 8% of students were capable of higher order systems thinking ability when they engaged in problem solving. Over half of the students failed to retrieve essential concepts in problem situations. Most of the participants demonstrated difficulties in organising related systems’ components, understanding the cyclic nature of relationships among systems, and identifying limitations in a specific problem context. By identifying the difficulties and challenges of systems thinking experienced by undergraduate students in solving complex chemistry problems, these findings have the potential to provide fresh insights into effective teaching strategies to promote students’ higher order thinking skills.

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Lawson, Michael J. "Critique: The Case for Instruction in the Use of General Problem-Solving Strategies in Mathematics Teaching: A Comment on Owen and Sweller." Journal for Research in Mathematics Education 21, no. 5 (November 1990): 403–10. http://dx.doi.org/10.5951/jresematheduc.21.5.0403.

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Owen and Sweller (1989) question the wisdom of recent moves to allocate time in mathematics teaching to instruction in the use of general problem-solving strategies because they doubt that such instruction will help overcome problems in the transfer of learning. According to Owen and Sweller transfer failure is more likely to be the result of a lack of appropriate schema or insufficient automation of rules. They imply that attention allocated to general problem-solving strategies would be more appropriately diverted to instruction concerned with domain-specific knowledge and practice with worked examples and goal-modified problems. Because curricula in several countries are in the process of being modified to incorporate explicit consideration of the nature of general problem-solving strategies, Owen and Sweller's view that the evidence on the efficacy of such instruction is “very sparse” deserves examination.

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Kim, Min Kyeong, Janet M. Sharp, and Ann D. Thompson. "Effects of Integrating Problem Solving, Interactive Multimedia, and Constructivism in Teacher Education." Journal of Educational Computing Research 19, no. 1 (July 1998): 83–108. http://dx.doi.org/10.2190/tl44-5llg-wrfl-7ghk.

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Research on mathematics teacher education indicates that offering an appropriate constructivist-based teaching model of mathematics instruction to preservice elementary teachers enhances their teaching abilities and confidence in future teaching. The purpose of this study was to investigate preservice elementary teachers' decisions about teaching strategies and their attitudes toward mathematics and computer-related technologies in a constructivist-centered methods course which included the use of problem solving multimedia. The treatment consisted of six hours of multimedia-enhanced instruction over two weeks. This study focused on three mathematics education topics taught to each group of students: problem-solving, technology, and ratios/proportions. The results indicated that constructivist-based instruction using multimedia helped the participants develop more positive attitudes toward computer-related technologies and influenced their decisions to plan more constructivist-based teaching strategies than those participants in the comparison groups.

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Cole, Jane E., and Jeffrey B. Kritzer. "Strategies for Success: Teaching an Online Course." Rural Special Education Quarterly 28, no. 4 (September 2009): 36–40. http://dx.doi.org/10.1177/875687050902800406.

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Online and hybrid courses have become an integral part of teacher education programs for preservice and inservice training. However, these programs can be intimidating to new faculty who must develop both pedagogical and technological skills in short order. The authors describe some strategies that have helped improve their online teaching and make their online courses be more effective. Some of the practices include persistent presence, discussion boards, weekly video messages, problem-solving climate, scaffolding, inverted classroom, and use of organizational modules.

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Seechaliao, Thapanee. "Instructional Strategies to Support Creativity and Innovation in Education." Journal of Education and Learning 6, no. 4 (July 9, 2017): 201. http://dx.doi.org/10.5539/jel.v6n4p201.

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The purpose of the study focused on the instructional strategies that support creation of creative and innovative education. The sample for this study consisted of 11 experts in the field of instructional strategies that support innovation of education. Among them, five were specialists in design and development of teaching and learning, three were in technology and innovational education, and the other three were in the design and development of innovative teaching. Research instruments used in this study were three sets of interview questions designed for those specialists in their own expertise. Collected data was analyzed and categorized into key issues and themes based on literature. The results were presented through the form of descriptive analysis. The findings revealed that instructional strategies which support the creation of creative and innovative education should focus on system approach. The instructional strategies usually based on design based learning, problem solving, creative problem solving, creative thinking, research based learning, problem based learning, project based learning, science, or innovative teaching process could lead to innovative education creatively. Teaching that involves practicalities should also be focused. These instructional strategies have common elements and processes: problems in the beginning, solutions findings, testing, and evaluation. Also, using a variety of stimulating ideas to find possible solutions to the problems facilitates brainstorming and helps learners think about new ideas. Results also showed that instructional strategies using questions, classroom discussion, self-directed study, inductive and deductive thinking, media or social media make students engage students in learning activities and create innovation in learning.

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Ince, Elif. "An Overview of Problem Solving Studies in Physics Education." Journal of Education and Learning 7, no. 4 (May 15, 2018): 191. http://dx.doi.org/10.5539/jel.v7n4p191.

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Education policies today aim to raise individuals with 21st Century skills considered as a universal necessity and problem-solving skill is the one of the skills that have emerged as a requirement of the 21st century. Teaching problem solving is one of the most important topics of physics education, it is also the field where students have the most problems. While trying to solve physics problems, students often express that they understand the questions, they know the laws of physics on which the problem is based they have solved many similar problems, but the new problem is different from the previous problems therefore they cannot solve the problem. The aim of this study is to present an overview problem solving studies in physics education according to student level, methodology, and development of the problem-solving strategies usage chronologicaly.

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Lopez-Jimenez, P. A., G. M. Gil-Duque, and Y. A. Garces-GÃ³mez. "Real Problem Solving as a Teaching Strategy for Physics Education: Case Study." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 15–23. http://dx.doi.org/10.15294/jpii.v10i1.25669.

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The project presents the application of the stages proposed by Poyla for solving problems in mathematics, which have been adapted in mechanical physic. Critical reading strategies have also been applied resulting in reading physical problems comprehensively. Objectives: To incorporate real problem solving as a teaching strategy in two mechanical physics courses (one experimental and another traditional), in order to characterize the group that applies the problem-solving strategy. To validate the problem-solving strategy in mechanical physics. Methods: Mixed research including analysis and contrast of results obtained from two control groups: one experimental (24 university students of Mechanical Physics) and another traditional (16 university students of Mechanical Physics). The control group approaches the study of the subjects in a traditional way where the problems proposed are solved intuitively and somehow mechanically. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. The experimental group solves the proposed problems by applying each of the stages of the proposed sequence. This study differs from previous studies in that most are related to problem-solving in mathematics and in this case, we focus on physics with the value of involving elements related to critical reading, which gives a more realistic look of the Physical phenomenon studied from the interpretation of its occurrence and how it impacts the environment, which favors its theoretical understanding and gives meaning to its mathematical modeling.

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Montgomery, Cameron. "Student Teachers’ Stress and Social Problem-Solving Skills." Journal of Cognitive Education and Psychology 2, no. 3 (January 2002): 313. http://dx.doi.org/10.1891/194589502787383173.

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In this study we examined the relationship between stress and social problem-solving skills in student teachers. Results did not show any significant increase in social problem skills at the end of student teaching in 117 primary education student teachers at Laval University in Quebec City. Similarly, stress did not significantly increase. Our results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress increases. The training of certain social problem-solving skills (problem orientation, generation of alternative solutions, cognition and emotion strategies) could be a promising method for reducing student teachers’ stress. The more we teach student teachers to manage their emotional stress and relax after school or work (relaxation potential), the more they will succeed in reducing their anxiety and overcoming depression.

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Martinie, Sherri, Cheryl Marcoux, and Janet Stramel. "Monkey Paws, English Pounds, and Leagues: Using Literature in the Middle School." Mathematics Teaching in the Middle School 11, no. 3 (October 2005): 125–31. http://dx.doi.org/10.5951/mtms.11.3.0125.

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In our district, all teachers are responsible for teaching reading and problem solving to all students. To meet this challenge, teachers were trained in reading instruction and in teaching problem-solving skills and strategies. These expectations encouraged all teachers to integrate reading and problem solving into their classroom instruction. The basis of the reading training stemmed from the book I Read It, But I Don't Get It (Tovani 2000). Tovani describes what good readers do to recognize and clear up confusion and suggests several “Fix Up” strategies. Our emphasis was on enabling students to “make a connection between the text and: Your life, your knowledge of the world, or another text” (p. 51).

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Sweller, John. "On the Limited Evidence for the Effectiveness of Teaching General Problem-Solving Strategies." Journal for Research in Mathematics Education 21, no. 5 (November 1990): 411. http://dx.doi.org/10.2307/749398.

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Mestre, Jose P. "Teaching problem‐solving strategies to bilingual students: what do research results tell us?†." International Journal of Mathematical Education in Science and Technology 17, no. 4 (July 1986): 393–401. http://dx.doi.org/10.1080/0020739860170401.

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Iringan, Emolyn M. "Instructional Practices of Teachers in Integrating Critical Thinking and Problem Solving Skills in Mathematics Instruction." Journal of Education, Teaching and Social Studies 3, no. 1 (December 22, 2020): p28. http://dx.doi.org/10.22158/jetss.v3n1p28.

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This qualitative research aimed to document the instructional practices, problems encountered, and suggestions offered by mathematics teachers in integrating critical thinking through problem-solving. To obtain the data, series of Focus Group Discussions (FGD) were conducted with seven (7) mathematics teachers and sixty (60) students in the Senior High School. Through the thematic analysis, four key themes were derived to present teachers’ teaching practices, problems encountered, and suggestions to intensify critical thinking promotion through problem-solving tasks. A Proposed Enhancement Plan for Mathematics Teachers was developed to hasten students’ exposure to activities that promote critical thinking and problem-solving. These activities involve enrichment sessions for mathematics teachers the problem-solving and refinement of instructional plans, particularly on strategies, assessment techniques, and instructional materials.

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Spungin, Rika. "Teaching Teachers to Teach Mathematics." Journal of Education 178, no. 1 (January 1996): 73–84. http://dx.doi.org/10.1177/002205749617800106.

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Group investigations from the areas of number theory, probability, and geometry. are presented and discussed. By working in groups, sharing ideas, and making and testing conjectures, prospective teachers gain confidence in their own ability to do mathematics and develop a variety of useful problem-solving strategies.

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Habibi, Mhmd, Dwi Lasia, Mesi Oktafia, and Muhammad Ilham. "Habits of Mind Strategies for Enhancing Students’ Math Problem Solving Skills." JTAM (Jurnal Teori dan Aplikasi Matematika) 4, no. 2 (October 3, 2020): 182. http://dx.doi.org/10.31764/jtam.v4i2.2590.

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The objective of this research is to know the differences in mathematical problem solving skills between using mathematical habits of mind strategy with conventional learning. Methods that is used is quasi-experimental, with non-equivalent control group design. The subject of this study was a 7th grade junior high school student with 56 number of people which were 12th-13th years old. with sampling techniques i.e. purposive sampling. Instruments that is used in this research is description test which was arranged based on mathematical problem solving skills material. Data analysis technique is with N-Gain T-test. The result show that the significant N-Gain score obtained is 0.008. The N-Gain score is smaller tha (α = 0.05), which means that there is a significant difference in the increase in mathematical problem solving abilities toward participant student who use mathematical habits of mind strategies with those using conventional learning. statistically proven habits of mind strategy that influences problem solving can be one of the practitioners' choices in teaching mathematics in basic education.

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Jafarpour, Akram, Mojtaba Khajehazad, Fariba Mahamed, and Fatemeh Tabatabaie. "Contingency Teaching Based on the Teaching-Learning Strategies: Application of Lecture, Problem Solving and Problem-Based Learning in Graduate Parasitology." Journal of Teacher Education and Research 13, no. 1 (2018): 1. http://dx.doi.org/10.5958/2454-1664.2018.00001.0.

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Santos-Trigo, Manuel, Fernando Barrera-Mora, and Matías Camacho-Machín. "Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies." Mathematics 9, no. 8 (April 7, 2021): 793. http://dx.doi.org/10.3390/math9080793.

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This study aims to document the extent to which the use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia to contextualize problem statements or to review involved concepts. Likewise, they activated GeoGebra’s affordances to construct and explore dynamic models of tasks. The Apollonius problem is used to illustrate and discuss how the participants contextualized the task and relied on technology affordances to construct and explore problems’ dynamic models. As a result, they exhibited and extended the domain of several problem-solving strategies including the use of simpler cases, dragging orderly objects, measuring objects attributes, and finding loci of some objects that shaped their approached to reasoning and solve problems.

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Samson, Patricia L. "Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations." Collected Essays on Learning and Teaching 8 (June 12, 2015): 153. http://dx.doi.org/10.22329/celt.v8i0.4227.

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Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is how can CPS as a teaching method be used to motivate students and engage them in a process of active learning within the context of a social policy course? This study examines student engagement and motivation in a problem-centred approach to teaching and learning, and provides a concrete example of a CPS exercise couched in small group facilitations to support peer learning.

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McMaken-Marsh, Anna. "From the Classroom: Reflections on Teaching an Unanswered Question: Finding Factors of Large Numbers." Teaching Children Mathematics 13, no. 7 (March 2007): 384–86. http://dx.doi.org/10.5951/tcm.13.7.0384.

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Teaching Mathematics through Problem Solving: Prekindergarten–Grade 6 (Lester and Charles 2003), published by the National Council of Teachers of Mathematics, advocates mathematics learning that is challenging for students. The authors of the articles in this compilation insist that rather than telling students how to do mathematics, we need to set up, in wisely structured ways, problems that will engage students in discovering mathematical strategies and principles. These situations need not involve elaborate reallife situations—they may be simple mathematical equations. What makes them problematic is that we do not give students one set of steps for solving the problem.

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Pintrich, Paul R., Wilbert J. McKeachie, and Yi-Guang Lin. "Teaching a Course in Learning to Learn." Teaching of Psychology 14, no. 2 (April 1987): 81–86. http://dx.doi.org/10.1207/s15328023top1402_3.

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Teaching students to be life-long learners is an important goal of higher education. Students need to be taught explicitly how to use learning strategies to achieve this goal. We have designed a course to teach college students a variety of learning strategies. The course provides instruction in theory and research in cognitive psychology and in the application of learning strategies for studying. Topics covered include learning from lectures, texts, and discussions; memory models and strategies; motivation; writing skills; test-taking strategies; problem solving; and self-management. The course promises to be a useful approach to teaching learning strategies.

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Lamb, Jodi A., and Lin Carver. "Teaching Resilience to Aspiring Educational Leaders." Advances in Social Sciences Research Journal 7, no. 1 (January 28, 2020): 463–71. http://dx.doi.org/10.14738/assrj.71.7699.

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Resiliency in practicing and aspiring educational leaders is an attribute that contributes to extended effectiveness and longevity. This pilot study examines research about resiliency and compares the identified methods to those methods employed by university educational leadership programs to support and enhance resiliency development in their candidates. This pilot study examines survey Likert and open-ended responses from thirteen educational leadership programs throughout the United States with a combined total enrollment of over a thousand students. The strategies are divided into four categories based upon the ways that students interact with the resiliency content: concept building, vicarious, problem solving, or relationships. The literature indicated interpersonal and problem solving were the most influential activities recommended for teaching resilience; however, the most frequent types of activities identified by educational leadership programs were vicarious experiences and relationships. The preliminary findings indicate the importance of expanding problem solving experiences. In addition, a more thorough investigation of the role that interpersonal relationships play in developing resilience would be an important area for future study.

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Lambert, Rachel, and Rachel Schuck. "“The Wall Now Between Us”: Teaching Math to Students with Disabilities During the COVID Spring of 2020." Asia-Pacific Education Researcher 30, no. 3 (May 10, 2021): 289–98. http://dx.doi.org/10.1007/s40299-021-00568-8.

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AbstractThis paper presents a case study of the experiences of a special educator named Ms. Montes (pseudonym) teaching standards-based mathematics during Emergency Remote Teaching (ERT) during spring 2020. Ms. Montes was interviewed twice during this period; data were analyzed through inductive thematic analysis. Pre-COVID, Ms. Montes provided her students daily opportunities to tackle challenging mathematical problems and taught self-regulation strategies for students to better understand themselves as learners. After the shift to ERT, Ms. Montes described “the wall between us” as various barriers that made teaching mathematics online far more challenging. Challenges included supporting students with productive struggle when not physically present with them and supporting student self-regulation during mathematical problem-solving. Supporting students with disabilities to learn mathematics during ERT and distance learning will require considering emotional and affective dimensions of learning. Coaching students and families in self-regulation strategies could support student engagement in mathematical problem-solving in online learning.

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Montgomery, Cameron. "Student Teachers’ Stress and Social Problem-Solving Skills." Journal of Cognitive Education and Psychology 3, no. 3 (January 2004): 342–50. http://dx.doi.org/10.1891/194589504787383018.

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The relationship between stress and social problem-solving skills in student teachers (n=116) was examined in this study. Results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress levels increase. The training of certain social problem-solving skills such as problem orientation, generation of alternative solutions, and the development of cognitive and affective strategies was found to be a promising method for reducing student teachers’ stress. The more student teachers are taught to manage their emotional stress and relax after school to increase their relaxation potential, the more they succeed in reducing anxiety and overcoming depression.

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Sweller, John. "Critique: On the Limited Evidence for the Effectiveness of Teaching General Problem-Solving Strategies." Journal for Research in Mathematics Education 21, no. 5 (November 1990): 411–15. http://dx.doi.org/10.5951/jresematheduc.21.5.0411.

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Lawson (1990) summarizes well views that have had considerable currency in the recent past. As he indicates, the opinions he espouses have been held sufficiently widely to have resulted in revisions in some mathematics curricula. Owen and Sweller's (1989) purpose was to suggest that there may be alternative conceptualizations that have both greater theoretical coherence and, more importantly in the present context, vastly more empirical support.

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Beaulieu, Michalle A., and Leonard A. Jason. "A drug abuse prevention program aimed at teaching seventh grade students problem-solving strategies." Children and Youth Services Review 10, no. 2 (January 1988): 131–49. http://dx.doi.org/10.1016/0190-7409(88)90033-3.

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Ashman, Adrian F., and Robert N. F. Conway. "Teaching students to use process-based learning and problem solving strategies in mainstream classes." Learning and Instruction 3, no. 2 (January 1993): 73–92. http://dx.doi.org/10.1016/0959-4752(93)90009-o.

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Munastiwi, Erni. "Adaptation of Teaching-Learning Models Due to Covid-19 Pandemic: Challenge Towards Teachers Problem-Solving Skills." Jurnal Ilmiah Sekolah Dasar 5, no. 1 (April 8, 2021): 33. http://dx.doi.org/10.23887/jisd.v5i1.32695.

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Pandemic covid-19 has a significant impact on the world of education. Changes in the learning system affect the learning process. The problem arises felt by educators of east Kalimantan palm oil plantations related to online learning support facilities. Network limitations and communication tools become a separate¬¬ problem in educating the nation's children during the covid-19 pandemic. This study aims to identify strategies, methods, obstacles, and solutions for teachers in solving problems during the covid-19 pandemic. The research was conducted through qualitative methods, involving three elementary school teachers. Observation data retrieval techniques, interviews, and documentation. Test the data's validity by triangulation the sources .the research subjects of three educators in Teladan Prima Benua Baru and Teladan Prima 01 elementary schools. Data analysis using Miles &Huberman consists of three activities that coincide: data reduction, data presentation, conclusion drawing. The results showed obstacles, namely smartphone ownership, the unavailability of network coverage for the internet, TV, radio, limited teaching materials, student home distance, student discipline, parental limitations in accompanying children to learn, and time constraints. Teacher problem-solving strategies include implementing blended learning, creating learning groups, regular visits to students, partnering with parents, adapting teaching plans, optimizing electronic media, and utilizing creative media. Thus, aspects of problem-solving skills are essential for educators.

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Chai, Xun Yu, and Ganakumaran Subramaniam. "The Use of Communication Strategies in Mobile Asynchronous Chat." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 2 (April 2021): 33–50. http://dx.doi.org/10.4018/ijcallt.2021040103.

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The 21st century education is to provide students with digital learning experiences alongside creating a path to independent and collaborative learning. In this regard, computer-mediated communication (CMC) is receiving great attention in the field of education. Using a case study mixed methods approach, this paper examines the communication strategies used by postgraduate students, who are also in-service teachers, using the asynchronous WeChat mobile app for academic problem-solving purposes. It also explores their opinions on the practicality of using the oral asynchronous communication programme for problem-solving activities. It is found that the asynchronous spoken medium triggers ‘presentation speech' patterns that reflect both spoken and written features. The problem-solving process in the asynchronous spoken medium also is mediated via a low frequency of the use of communication strategies. The findings shed light on teaching and learning via oral-based asynchronous medium pertaining to the types of tasks and learning objectives to be achieved.

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Ku, Ya-Lie, Pei-Yu Lee, and Shih-Ming Kuo. "The evidences of innovative teaching the critical and creative thinking, integrated and problem-solving abilities in RN-BSN students." Journal of Nursing Education and Practice 11, no. 2 (October 20, 2020): 19. http://dx.doi.org/10.5430/jnep.v11n2p19.

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Background: The principal investigator has integrated the teaching strategies and activities of critical and creative thinking with integration and problem-solving abilities in the process of guiding nursing students in the course of Nursing Practicum Project Production (NPPP) for seven years. Although the course has developed a set of indicators for evaluating the products; however, there is a lack of indicators of evaluating the critical and creative thinking, integration and problem-solving abilities of the nursing students. In the 2018 year, the professional growth program for the teachers through the expert meeting and faculties discussion has developed the indicators of evaluating the critical and creative thinking, integration and problem-solving abilities for the nursing students completing the course of NPPP. The purpose of this study was to explore the evidences of the innovative teaching among the critical and creative thinking, integration and problem-solving abilities of nursing students before and after the course of NPPP.Methods: The mixed methods including the quasi-experimental and four factor designs were used in this study and the samples were the two-year program nursing students of the AB classes with the majority of them who have had the clinical working experiences. A class was the experimental group, integrating the teaching strategies and activities of critical and creative thinking, integration and problem-solving abilities. B class was used the traditional teaching. The two classes of nursing students were conducted self-assessment of the critical and creative thinking, integration and problem-solving abilities before and after the 2019 course of NPPP to understand the effectiveness of innovative teaching in the critical and creative thinking, integration and problem-solving abilities of RN-BSN students.Results: The critical and creative thinking, integration and problem-solving abilities of RN-BSN students in A class not only has improved significantly after conducting the innovative teaching, but also has the higher scores than the comparison B class. Additionally, no matter the principal investigator or other two faculties instructed the A group of RN-BSN students, the critical and creative thinking as well as the integration and problem solving abilities of RN-BSN students have improved before and after the NPPP course although there is the tendency of decreasing four abilities from group 1 to 4, but did not approach in the significant level.Conclusions: It is the evidences of the innovative teaching of critical and creative thinking, the integration and problem solving abilities for RN-BSN students in the first five weeks of the NPPP course. Additionally, the principal investigator instructed the group 1 and 2 that performed better than group 3 and 4 by the other two instructors that might be interesting to further study the group 1 and 2 dynamics as beneficence of teaching those thinking and abilities by the principal investigator.

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Journal articles on the topic 'Teaching problem solving strategies'

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