Develop problem solving skills in secondary mathematics classroom through digital game design

2010 ◽  
Author(s):  
Long-fai, Frankie Tam
Keyword(s):  
Problem Solving ◽  
Game Design ◽  
Mathematics Classroom ◽  
Secondary Mathematics ◽  
Digital Game ◽  
Problem Solving Skills

Game Design as Part of Disciplinary Curriculum on Pedagogy

2021 ◽  
pp. 1-21
Author(s):  
Guaracy Silveira
Keyword(s):  
Problem Solving ◽  
Game Design ◽  
Structural Changes ◽  
Real Life ◽  
Digital Games ◽  
Abstract Model ◽  
Digital Game ◽  
Graduate Courses ◽  
Interdisciplinary Project ◽  
And Training

Guided by the principles of digital game design, the author proposes a reformulation of the pedagogical objectives and focuses of the pedagogical graduate courses, especially in relation to internship and training stages, in a problem-solving model based on digital games intending to shift the formation of future teachers from an abstract model to a real-life-based problem, thus proposing guidelines for an interdisciplinary project. The chapter summaries this proposal enlisting the necessary structural changes needed to achieve this goal to guide those wishing to adjust their pedagogical projects in a way to insert the digital games as educational devices in their courses without having to remodel the entire existing course. An introduction to the problem is made, its theorical background presented, followed by a contextualization of the Brazilian educational area with the proposition delineated and a conclusion.

Editorial: A Year Of Mathematics

1982 ◽  
Vol 75 (6) ◽  
pp. 434
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Bulletin Board ◽  
Problem Solving Skills ◽  
June July

This issue contains a colorful twelve-month calendar that can be posted on your bulletin board and used as a source of ideas and activities in your mathematics classroom. Every month features an assortment of interesting facts, birthdays of mathematicians, and a variety of problems whose solutions may require some ingenuity along with the application of mathematics. Some of the problems may require such problem-solving skills as searching for patterns, making tables, creating related problems, and so on. Answers for these problems will be included in the corresponding month’s issue of the journal; the May issue will contain the solutions for May, June, July, and August.

A Game-Based Approach to Teaching Social Problem-Solving Skills

2017 ◽  
pp. 168-195 ◽  
Author(s):  
Rebecca P. Ang ◽  
Jean Lee Tan ◽  
Dion H.L. Goh ◽  
Vivien S. Huan ◽  
Yoon Phaik Ooi ◽  
...  
Keyword(s):  
Problem Solving ◽  
Social Problem ◽  
Game Design ◽  
Formative Evaluation ◽  
Social Problem Solving ◽  
Self Control ◽  
Problem Solving Skills ◽  
Conflict Situations ◽  
Approach To Teaching ◽  
Future Work

This chapter describes a game-based approach to teaching social problem solving skills. This chapter presents the background, literature review, development and evaluation of a social problem-solving game, Socialdrome, for use with primary school going children in Singapore. The game sought to intentionally teach children to identify and manage feelings, exercise self-control, solve social problems and negotiate conflict situations. This chapter has two objectives. First, we describe the design of Socialdrome, which is in alignment with instructional design and game design principles. In Study 1, we reported a formative evaluation of the game. This led to further refinements of the game. Second, we presented Study 2, an investigation of the learning outcomes and user acceptance arising from using Socialdrome. Here, a summative evaluation of the game in a formal classroom setting was reported. We concluded with directions for future work.

Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner

2017 ◽  
Vol 40 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Heather Knox
Keyword(s):  
Academic Success ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Metacognitive Skills ◽  
Problem Solving Skills ◽  
Gifted Learners ◽  
Solution Strategies ◽  
Multiple Strategies ◽  
Problem Solving Process ◽  
Metacognitive Ability

Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom can help students by clarifying their thought process while further developing content knowledge. Implementing writing can lead to increased understanding of the problem, identification of additional strategies that can be used to solve the problem, and reflective thinking during the problem-solving process. Reflective writing in mathematics can help students evaluate solution strategies and identify strengths and areas of improvement in their mathematical understanding.

scholarly journals Investigating Elementary Students’ Problem Solving and Teacher Scaffolding in Solving an Ill-Structured Problem

2020 ◽  
Vol 8 (4) ◽  
pp. 274
Author(s):  
Mi Kyung Cho ◽  
Min Kyeong Kim
Keyword(s):  
Problem Solving ◽  
Elementary Students ◽  
Mathematics Classroom ◽  
Problem Situation ◽  
Problem Solving Skills ◽  
Elementary School Mathematics ◽  
Related Information ◽  
Structured Problems ◽  
Access Information ◽  
Study Participants

This study investigated the features of elementary students’ problem solving skills, when teachers provide scaffolding in the process of solving an ill-structured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.

Reflect… for Better Problem Solving and Reasoning

1994 ◽  
Vol 41 (6) ◽  
pp. 334-338
Author(s):  
Stephen Krulik ◽  
Jesse A. Rudnick
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Heuristic Method ◽  
Problem Solving Skills ◽  
The Past ◽  
Step Model

During the past decade, many articles have been written and many speeches have been delivered about using the heuristic method in the mathematics classroom to improve the problem-solving skills of students. Pólya's plan for problem solving, whether in its original four-step model or in one of the modified versions found in contemporary textbooks, has proved to be an effective pedagogical way to improve students' problem-solving performance (Pólya 1980).

Mathematical Giftedness, Problem Solving, and the Ability to Formulate Generalizations: The Problem-Solving Experiences of Four Gifted Students

2003 ◽  
Vol 14 (3) ◽  
pp. 151-165 ◽  
Author(s):  
Bharath Sriraman
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Gifted Students ◽  
Secondary Mathematics ◽  
Ninth Grade ◽  
Higher Order ◽  
Combinatorial Problems ◽  
Mathematical Tasks ◽  
Mathematically Gifted ◽  
Dirichlet Principle

Complex mathematical tasks such as problem solving are an ideal way to provide students opportunities to develop higher order mathematical processes such as representation, abstraction, and generalization. In this study, 9 freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems in their journals. The problems were assigned over the course of 3 months at increasing levels of complexity. The generality that characterized the solutions of the 5 problems was the pigeonhole (Dirichlet) principle. The 4 mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions of the 5 problems, whereas the 5 nongifted students were unable to discover the hidden generality. This validates the hypothesis that there exists a relationship between mathematical giftedness, problem-solving ability, and the ability to generalize. This paper describes the problem-solving experiences of the mathematically gifted students and how they formulated abstractions and generalizations, with implications for acceleration and the need for differentiation in the secondary mathematics classroom.

Sign in / Sign up

Export Citation Format

Share Document