Problem-solving strategies of sixth-grade students who are superior problem solvers

1980 ◽  
Vol 64 (2) ◽  
pp. 203-211 ◽  
Author(s):  
Joseph D. Novak ◽  
Alan Mandell
Keyword(s):  
Problem Solving ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Problem Solving Strategies ◽  
Problem Solvers

scholarly journals Thinking Process of Naive Problem Solvers to Solve Mathematical Problems

2016 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
Problem Solving ◽  
Procedural Knowledge ◽  
Mental Image ◽  
Research Subjects ◽  
Maximum Score ◽  
Mathematical Problems ◽  
Problem Solving Strategies ◽  
Thinking Process ◽  
Problem Solvers ◽  
Holistic Rubric

Solving problem is not only a goal of mathematical learning. Students acquire ways of thinking, habits of persistence and curiosity, and confidence in unfamiliar situations by learning to solve problems. In fact, there were students who had difficulty in solving problems. The students were naive problem solvers. This research aimed to describe the thinking process of naive problem solvers based on heuristic of Polya. The researcher gave two problems to students at grade XI from one of high schools in Palangka Raya, Indonesia. The research subjects were two students with problem solving scores of 0 or 1 for both problems (naive problem solvers). The score was determined by using a holistic rubric with maximum score of 4. Each subject was interviewed by the researcher separately based on the subject’s solution. The results showed that the naive problem solvers read the problems for several times in order to understand them. The naive problem solvers could determine the known and the unknown if they were written in the problems. However, they faced difficulties when the information in the problems should be processed in their mindsto construct a mental image. The naive problem solvers were also failed to make an appropriate plan because they did not have a problem solving schema. The schema was constructed by the understanding of the problems, conceptual and procedural knowledge of the relevant concepts, knowledge of problem solving strategies, and previous experiences in solving isomorphic problems.

scholarly journals Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students

2009 ◽  
Vol 5 (4) ◽  
pp. 381-385 ◽  
Author(s):  
Sakorn Pimta ◽  
Sombat Tayruakham ◽  
Prasart Nuangchale
Keyword(s):  
Problem Solving ◽  
Sixth Grade ◽  
Factors Influencing ◽  
Sixth Grade Students

Teacher to Teacher: Oh, Good, It's Tuesday!

1999 ◽  
Vol 5 (4) ◽  
pp. 224-226
Author(s):  
Pauline Georgakis
Keyword(s):  
Small Groups ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
To Come ◽  
Problem Solvers

MY SIXTH-GRADE STUDENTS LOOK forward to Tuesday every week. In fact, they cannot wait for Tuesday to come again, because every Tuesday they get together in small groups to solve problems. When they enter the classroom, the students ask for the problems, get in their groups, and begin. Soon the room is filled with the sound of problem solvers at work: “I've got an idea.” “Let's try this.” “How did you get that?” “I'm telling you, this will work.” “What if we …?” “Why did you do that?”

scholarly journals Game-based collaborative learning framework for computational thinking development

2020 ◽  
pp. 113-123
Author(s):  
Angelo Magno De Jesus ◽  
Ismar Frango Silveira
Keyword(s):  
Problem Solving ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Computational Thinking ◽  
Game Based Learning ◽  
Skill Sets ◽  
Learning Framework ◽  
Problem Solving Strategies ◽  
Apply Problem ◽  
Problem Solvers

Computational Thinking (CT) can amplify learners’ skill sets so that they become excellent problem-solvers. Game-Based Learning and Collaborative Learning are two approaches that may aid in the development of CT skills. This paper describes a framework based on Game and Problem-Based Learning Strategies which aims to enhance the CT teaching and improves students’ social skills, considering aspects of fun. The framework stands out for including collaborative learning features defined in the main literature. Also, the strategy was developed specifically to fit the games’ dynamics. The approach was evaluated via metacognitive and transactive analysis and by a survey. The results showed evidence that the method is able to stimulate interaction among students to apply problem-solving strategies.

scholarly journals The Relationships between Teacher Quality and Sixth Grade Students’ Mathematics Competencies in Kenya and Zimbabwe

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Rachel Angela Ayieko ◽  
Gibbs Kanyongo ◽  
Bryan Nelson
Keyword(s):  
Problem Solving ◽  
Teacher Quality ◽  
Teaching Experience ◽  
Sixth Grade ◽  
Thinking Skills ◽  
Early Years ◽  
Eastern Africa ◽  
Quality Factors ◽  
Policy And Practice ◽  
Sixth Grade Students

Students should begin to engage in problem-solving and higher order thinking skills in mathematics in the early years of school in preparation for 21st-century technology and problem-solving competencies. Using the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ), this study examines the distribution of significant teacher quality factors related to sixth-grade students’ mathematics competencies across the regions of Kenya and Zimbabwe. The mathematics competencies range from Pre-numeracy to Abstract Problem Solving level. First, we use a multi-level regression model to analyze the relationships between teacher quality and students’ mathematics competencies to find out which teacher quality variables are important for the improvement in students’ mathematics competencies in the participating countries. We then illustrate the distributions of the teacher quality factors within the regions in Kenya and Zimbabwe. From the multilevel model analysis, the teacher quality factors related to students’ increase in mathematics competencies were teaching experience, mathematics competencies, and teachers’ academic qualifications. We observe that students taught by permanently employed teachers had lower math competencies and that the days spent by the teachers in professional development influence students’ mathematics competencies negatively. The distributions of these teacher quality factors that matter in sub-Sahara Africa are concentrated in the capital cities and particular regions in Kenya and Zimbabwe. Implications for policy and practice are discussed.

What Factors Make a Multimedia Learning Environment Engaging

2009 ◽  
pp. 173-192 ◽  
Author(s):  
Min Liu ◽  
Paul Toprac ◽  
Timothy T. Yuen
Keyword(s):  
Problem Solving ◽  
Intrinsic Motivation ◽  
Learning Environments ◽  
Social Relations ◽  
Multimedia Learning ◽  
Comparative Method ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Constant Comparative Method ◽  
Multimedia Learning Environment

The purpose of this study is to investigate students’ engagement with a multimedia enhanced problem-based learning (PBL) environment, Alien Rescue, and to find out in what ways students consider Alien Rescue motivating. Alien Rescue is a PBL environment for students to learn science. Fifty-seven sixth-grade students were interviewed. Analysis of the interviews using the constant comparative method showed that students were intrinsically motivated and that there were 11 key elements of the PBL environment that helped evoke students’ motivation: authenticity, challenge, cognitive engagement, competence, choice, fantasy, identity, interactivity, novelty, sensory engagement, and social relations. These elements can be grouped into 5 perspectives of the sources of intrinsic motivation for students using Alien Rescue: problem solving, playing, socializing, information processing, and voluntary acting, with problem solving and playing contributing the highest level of intrinsic motivation. The findings are discussed with respect to designing multimedia learning environments.

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