A course for the nonmajor: teaching collaborative problem solving via the classical computer science space-time tradeoff

1990 ◽  
Author(s):  
Stewart A. Denenberg
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Space Time ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Time Tradeoff ◽  
Classical Computer

Application of Real-World Problems in Computer Science Education

2018 ◽  
Vol 14 (3) ◽  
pp. 15-28
Author(s):  
Deller James Ferreira ◽  
Ana Paula Laboissière Ambrósio ◽  
Tatiane F. N. Melo
Keyword(s):  
Science Education ◽  
Problem Solving ◽  
Computer Science ◽  
Real World ◽  
Daily Life ◽  
Collaborative Problem Solving ◽  
Motivational Orientations ◽  
Beliefs And Practices ◽  
Collaborative Problem ◽  
Real World Problems

This article describes how it is due to the fact that computer science is present in many activities of daily life, students need to develop skills to solve problems to improve the lives of people in general. This article investigates correlations between teachers' motivational orientations, beliefs and practices with respect to the application of real-world problems in undergraduate courses. A questionnaire was applied to twenty-eight teachers of an undergraduate computer science course. Data from the questionnaire was analyzed using statistical methods. The results show that the majority of the teachers, especially those who interact with companies, believe that the insertion of real-world problems in the classroom is important. However, some teachers are not willing to adopt this practice. This is linked to reasons such as the need for more flexible curricula and a better teaching qualification with respect to collaborative problem solving.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

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