Student Problem Corner

2020 ◽  
Vol 104 (560) ◽  
pp. 359-361
Author(s):  
Stan Dolan
Keyword(s):  
Problem Corner ◽  
Student Problem

Student Problem Corner

2016 ◽  
Vol 100 (548) ◽  
pp. 364-366
Author(s):  
Stan Dolan
Keyword(s):  
Problem Corner ◽  
Student Problem

Problem Corner

2021 ◽  
Vol 105 (563) ◽  
pp. 358-364
Author(s):  
N. J. L.
Keyword(s):  
Problem Corner

scholarly journals Blended and more: instructors organize sensemaking opportunities for mathematical equations in different ways when teaching the same scientific phenomenon

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Fang Fang Zhao ◽  
Linh Chau ◽  
Anita Schuchardt
Keyword(s):  
Scientific Understanding ◽  
Biological Phenomenon ◽  
Study Approach ◽  
Different Types ◽  
Multiple Case ◽  
Mathematical Equations ◽  
Scientific Phenomenon ◽  
Student Problem ◽  
Mathematics And Science

Abstract Background Many students solving quantitative problems in science struggle to apply mathematical instruction they have received to novel problems. The few students who succeed often draw on both their mathematical understanding of the equation and their scientific understanding of the phenomenon. Understanding the sensemaking opportunities provided during instruction is necessary to develop strategies for improving student outcomes. However, few studies have examined the types of sensemaking opportunities provided during instruction of mathematical equations in science classrooms and whether they are organized in ways that facilitate integration of mathematical and scientific understanding. This study uses a multiple case study approach to examine the sensemaking opportunities provided by four different instructors when teaching the same biological phenomenon, population growth. Two questions are addressed: (1) What types of sensemaking opportunities are provided by instructors, and (2) How are those sensemaking opportunities organized? The Sci-Math Sensemaking Framework, previously developed by the authors, was used to identify the types of sensemaking. Types and organization of sensemaking opportunities were compared across the four instructors. Results The instructors provided different opportunities for sensemaking of equations, even though they were covering the same scientific phenomenon. Sensemaking opportunities were organized in three ways, blended (previously described in studies of student problem solving as integration of mathematics and science resources), and two novel patterns, coordinated and adjacent. In coordinated sensemaking, two types of sensemaking in the same dimension (either mathematics or science) are explicitly connected. In adjacent sensemaking, two different sensemaking opportunities are provided within the same activity but not explicitly connected. Adjacent sensemaking was observed in three instructors’ lessons, but only two instructors provided opportunities for students to engage in blended sensemaking. Conclusions Instructors provide different types of sensemaking opportunities when teaching the same biological phenomenon, making different resources available to students. The organization of sensemaking also differed with only two instructors providing blended sensemaking opportunities. This result may explain why few students engage in the successful strategy of integrating mathematics and science resources when solving quantitative problems. Documentation of these instructional differences in types and organization of sensemaking provides guidance for future studies investigating the effect of instruction on student sensemaking.

Problem Corner

1990 ◽  
Vol 74 (469) ◽  
pp. 298
Keyword(s):  
Problem Corner

scholarly journals Identifying Informatively Easy and Informatively Hard Concepts

2022 ◽  
Vol 22 (1) ◽  
pp. 1-28
Author(s):  
R. Paul Wiegand ◽  
Anthony Bucci ◽  
Amruth N. Kumar ◽  
Jennifer Albert ◽  
Alessio Gaspar
Keyword(s):  
Performance Measures ◽  
Item Analysis ◽  
Scale Up ◽  
Concept Inventory ◽  
Pareto Dominance ◽  
Dominance Relationships ◽  
Coevolutionary Computation ◽  
Introductory Computer Programming ◽  
Student Problem ◽  
Online Software

In this article, we leverage ideas from the theory of coevolutionary computation to analyze interactions of students with problems. We introduce the idea of informatively easy or hard concepts. Our approach is different from more traditional analyses of problem difficulty such as item analysis in the sense that we consider Pareto dominance relationships within the multidimensional structure of student–problem performance data rather than average performance measures. This method allows us to uncover not just the problems on which students are struggling but also the variety of difficulties different students face. Our approach is to apply methods from the Dimension Extraction Coevolutionary Algorithm to analyze problem-solving logs of students generated when they use an online software tutoring suite for introductory computer programming called problets . The results of our analysis not only have implications for how to scale up and improve adaptive tutoring software but also have the promise of contributing to the identification of common misconceptions held by students and thus, eventually, to the construction of a concept inventory for introductory programming.

Problem Corner

1998 ◽  
Vol 82 (493) ◽  
pp. 128
Keyword(s):  
Problem Corner
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