Math Pairs—Parents as Partners

1992 ◽  
Vol 40 (1) ◽  
pp. 10-12
Author(s):  
Susan R. O'Connell
Keyword(s):  
Problem Solving ◽  
Mathematics Classroom ◽  
Critical Role ◽  
Primary Concern ◽  
Problem Solving Skills ◽  
Evaluation Standards ◽  
College Park ◽  
Teaching Problem ◽  
Problem Solvers

The need for students to be effective problem solvers is a primary concern of today's mathematics educators. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) views problem solving as “a process that should permeate the entire program and provide the context in which concepts and skills can be learned”(p.23). The recognition of the critical role of problem solving in today's mathematics classroom challenges teachers to develop creative and effective ways to bolster students' problem-solving skills. At Hollywood Elementary School in College Park, Maryland, a program titled” Math Pairs—Parents as Partners” was developed in an attempt to tap available resources to meet the challlenge of teaching problem solving in mathematic.

Teaching Problem Posing to Students With Learning Disabilities

2021 ◽  
pp. 073194872199311
Author(s):  
Xuan Yang ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Mathematics Instruction ◽  
Mathematics Classroom ◽  
Problem Posing ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Problem Solving Skills ◽  
Research And Teaching ◽  
Teaching Problem

During the past 20 years, numerous studies examining the use of problem posing in mathematics instruction have documented positive outcomes in terms of students’ problem-solving skills, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model–based Problem-Solving program (COMPS, Xin) into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured posing situations. The study used a multiple baseline across participants design and found the intervention was effective to improve students’ problem solving and posing skills. It provided implications for future research and teaching regarding the use of problem posing intervention in mathematics classroom for students with LDs.

The Rhetorical Case: Its Roman Precedent and the Current Debate

1989 ◽  
Vol 19 (3) ◽  
pp. 203-226 ◽  
Author(s):  
Michael Mendelson
Keyword(s):  
Problem Solving ◽  
Technical Writing ◽  
Current Debate ◽  
Case Study Method ◽  
Full Spectrum ◽  
Problem Solving Skills ◽  
Early Case ◽  
New Phase

Because of the recent emphasis on rhetorical context in business and technical writing (BTW) instruction, the problem-solving case has become a staple in BTW classrooms. However, a number of critics have voiced concerns about the use of the rhetorical case. These concerns recall an ancient debate among Roman rhetoricians over an early case-study method called declamation. For contemporary theorists, the debate over case study revolves around its value as a stimulant to problem-solving skills, its ability to imitate the realistic circumstances of professional BTW, and its emphasis on persona and audience along with its deemphasis of the teacher. A full spectrum of arguments on these and other issues in the case-study debate indicates that the discipline is entering a new phase in its deliberations over the role of problem-solving and pragmatics in the BTW classroom.

Effectiveness of a Problem-Solving Training Program

1995 ◽  
Vol 76 (2) ◽  
pp. 507-514 ◽  
Author(s):  
Johan W. Wege ◽  
André T. Möller
Keyword(s):  
Problem Solving ◽  
Training Program ◽  
Undergraduate Students ◽  
Internal Control ◽  
Self Efficacy ◽  
Group Analysis ◽  
External Control ◽  
Problem Solving Skills ◽  
Control Orientation ◽  
Problem Solvers

The relationship between problem-solving efficiency, defined in terms of the quality of alternative soludons selected, and measures of behavioral competence (self-efficacy and locus of control) was investigated as well as the effectiveness of a problem-solving training program. Subjects were 29 undergraduate students assigned to an effective ( n = 16) and an ineffective ( n = 13) problem-solving group. Analysis indicated that the ineffective problem-solvers appraised their problem-solving skills more negatively and reported low self-efficacy expectations and an external control orientation. Problem-solving training led to improved general self-efficacy expectancies, greater confidence in problem-solving, a more internal control orientation, and improved problem-solving skills. These improvements were maintained at follow-up after two months.

scholarly journals German Teacher Educators' Conceptions About Teaching Problem Solving in Mathematics Classroom - an Obstalce to a Large-Scale Dissemination?!

2018 ◽  
Vol 12 (2) ◽  
pp. 77-97
Author(s):  
Ana Kuzle
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematics Teacher ◽  
Large Scale ◽  
Teacher Educators ◽  
Mathematics Classroom ◽  
Research Report ◽  
Mathematics Teacher Educators ◽  
Set Up ◽  
Teaching Problem

Problem solving in Germany has roots in mathematics and psychology but it found its way to schools and classrooms, especially through German Kultusministerkonferenz, which represents all government departments of education. For the problem solving standard to get implemented in schools, a large scale dissemination through continuous professional development is very much needed, as the current mathematics teachers are not qualified to do so. As a consequence, one organ in Germany focuses on setting up courses for teacher educators who can “multiply” what they have learned and set up their own professional development courses for teachers. However, before attaining to this work, it is crucial to have an understanding what conceptions about teaching problem solving in mathematics classroom mathematics teacher educators hold. In this research report, I focus on mathematics teacher educators’ conceptions about problem solving standard and their effects regarding a large-scale dissemination.

scholarly journals Mathematics teachers’ knowledge for teaching problem solving

2015 ◽  
Vol 3 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Olive Chapman
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematical Problem ◽  
Research Literature ◽  
Mathematical Problem Solving ◽  
Knowledge For Teaching ◽  
General Ability ◽  
Mathematics Knowledge ◽  
Teaching Problem ◽  
Problem Solvers

In recent years, considerable attention has been given to the knowledge teachers ought to hold for teaching mathematics. Teachers need to hold knowledge of mathematical problem solving for themselves as problem solvers and to help students to become better problem solvers. Thus, a teacher’s knowledge of and for teaching problem solving must be broader than general ability in problem solving. In this article a category-based perspective is used to discuss the types of knowledge that should be included in mathematical problem-solving knowledge for teaching. In particular, what do teachers need to know to teach for problem-solving proficiency? This question is addressed based on a review of the research literature on problem solving in mathematics education. The article discusses the perspective of problem-solving proficiency that framed the review and the findings regarding six categories of knowledge that teachers ought to hold to support students’ development of problem-solving proficiency. It concludes that mathematics problem-solving knowledge for teaching is a complex network of interdependent knowledge. Understanding this interdependence is important to help teachers to hold mathematical problem-solving knowledge for teaching so that it is usable in a meaningful and effective way in supporting problem-solving proficiency in their teaching. The perspective of mathematical problem-solving knowledge for teaching presented in this article can be built on to provide a framework of key knowledge mathematics teachers ought to hold to inform practice-based investigation of it and the design and investigation of learning experiences to help teachers to understand and develop the mathematics knowledge they need to teach for problem-solving proficiency.

Occupational performance coaching for stroke survivors (OPC-Stroke): Understanding of mechanisms of actions

2018 ◽  
Vol 81 (6) ◽  
pp. 326-337
Author(s):  
Dorothy Kessler ◽  
Mary Y Egan ◽  
Claire-Jehanne Dubouloz ◽  
Sara McEwen ◽  
Fiona P Graham
Keyword(s):  
Problem Solving ◽  
Therapeutic Relationship ◽  
Qualitative Content Analysis ◽  
Critical Role ◽  
Stroke Survivors ◽  
Occupational Performance ◽  
Theoretical Understanding ◽  
Post Stroke ◽  
Performance Coaching

Introduction Occupational performance coaching modified for stroke survivors is a promising new intervention to improve occupational performance post stroke. In the intervention, following client-centred occupational goal-setting, clients are led through strengths-based problem-solving and experimentation. Emotional support, individualized education and goal-focused problem-solving are hypothesized as key elements. Examination of clients’ experiences is necessary to better understand how occupational performance coaching modified for stroke survivors works, and improve its potential effectiveness. Method A descriptive qualitative study was embedded in a pilot randomized controlled trial. Semi-structured interviews were completed with seven participants in the treatment arm who received occupational performance coaching modified for stroke survivors. Qualitative content analysis was used for analysis. Findings Three categories were identified related to participants’ experiences of occupational performance coaching modified for stroke survivors: (a) the coaching was helpful; (b) the coaching provided opportunity for insightful reflection and (c) a different approach was preferred. Findings also lend support to the critical role of hypothesized key components and theorized mechanisms of action, and demonstrate the overarching role of the therapeutic relationship and the contribution of personal characteristics. Conclusion The revised theoretical understanding of occupational performance coaching modified for stroke survivors provides a valuable framework for communicating the actions that occupational therapists take in enabling occupation and emphasizes the role of the therapeutic relationship in client-centred approaches to improving occupational performance post stroke.

Cognitive Functionality of Multimedia in Problem Solving

2008 ◽  
pp. 1233-1247
Author(s):  
Robert Zheng
Keyword(s):  
Information Retrieval ◽  
Problem Solving ◽  
Cognitive Load ◽  
Mental Representation ◽  
Cognitive Functions ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Problem Solving Skills ◽  
Teaching Problem ◽  
Problem Solving Process

Teaching problem solving can be a challenge to teachers. However, the challenge is oftentimes not due to a lack of skills on the part of learners but due to an inappropriate design of media through which the problem is presented. The findings of this study demonstrate that appropriately designed multimedia can improve learners’ problem solving skills because of the cognitive functions such media have in facilitating mental representation and information retrieval and maintenance, as well as reducing cognitive load during the problem solving process. Suggestions were made on how to apply interactive multimedia to teaching and learning.

Effective Problem-Solving

2017 ◽  
pp. 103-112
Author(s):  
David J. Kolko ◽  
Eric M. Vernberg
Keyword(s):  
Problem Solving ◽  
Problem Situation ◽  
Problem Solving Skills ◽  
Step Process ◽  
Problem Solve ◽  
Effective Problem

This chapter introduces problem-solving skills to children. The content includes an overview of identifying problems, determining options, and making decisions based on goals. Emphasis is placed on reviewing materials from the previous chapter regarding the role of thoughts and interpretations. These skills are generalized to various areas of the child’s life before being applied to fire-related situations. A multi-step process is introduced to help the child learn to, first identify problems and goals, then problem-solve and consider consequences. These skills are then practiced by applying them to a recent problem situation that the child experienced. Worksheets provided in the appendix are used to facilitate the implementation of these activities.

Becoming Problem Solvers: The Case of Three Future Administrators

1998 ◽  
Vol 8 (3) ◽  
pp. 303-331 ◽  
Author(s):  
Janet H. Chrispeels ◽  
Kathleen J. Martin
Keyword(s):  
Problem Solving ◽  
Implicit Theories ◽  
Problem Based Learning ◽  
Group Processes ◽  
Organizational Factors ◽  
Theory And Practice ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Theory Of Practice ◽  
Problem Solvers

This study examines how students in an administrative credential program developed collaborative problem-solving competence through their participation in two problem-based learning classes. Data collected at three times over the course of a year (videotapes, student reflective papers, faculty and student evaluations, final group projects, and interviews) were analyzed to assess how students develop problem-solving skills within a group. The data indicate that these classes allowed students to acquire knowledge and skills in group processes and problem-solving as well as course content. Follow-up studies of three students who served as telling cases, and who are the focus of this study, suggest students could see the link between theory and practice, and between the classes and their jobs as administrators. Although the students entered the classes with differing levels of problem-solving ability, all three perceived that the experiences in the problem-based learning classes enhanced their skills. The data also suggest that more active guidance by the faculty could enhance students’ reflective skills and their ability to identify implicit theories of practice. Thus, a metacognitive framework for acquiring and improving problem-solving skills in collaborative groups was developed to enable students to explore personal and organizational factors that shape their theory of practice.

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.

Sign in / Sign up

Export Citation Format

Share Document