Activities: Teaching Problem-Solving Skills

Oscar F. Schaaf

doi:10.5951/mt.77.9.0694

Activities: Teaching Problem-Solving Skills

Mathematics Teacher ◽

10.5951/mt.77.9.0694 ◽

1984 ◽

Vol 77 (9) ◽

pp. 694-699

Author(s):

Oscar F. Schaaf

Keyword(s):

Problem Solving ◽

Mathematics Instruction ◽

School Mathematics ◽

Problem Solving Skills ◽

Stress Problem ◽

Teaching Problem

The recommendations for school mathematics contained in the Agenda for Action stress problem solving as the focus of mathematics instruction.

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Teaching Problem Posing to Students With Learning Disabilities

Learning Disability Quarterly ◽

10.1177/0731948721993117 ◽

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.

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Cognitive Functionality of Multimedia in Problem Solving

Multimedia Technologies ◽

10.4018/978-1-59904-953-3.ch085 ◽

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.

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Powers and Patterns: Problem Solving with Calculators

The Arithmetic Teacher ◽

10.5951/at.30.2.0042 ◽

1982 ◽

Vol 30 (2) ◽

pp. 42-44

Author(s):

Glenda Lappan ◽

Elizabeth Phillips ◽

M. J. Winter

Keyword(s):

Problem Solving ◽

Mathematical Concept ◽

School Mathematics ◽

Mathematical Idea ◽

Wide Spread ◽

Problem Solving Skills ◽

Problem Solving Strategies ◽

Paper And Pencil

With the publication of An Agenda for Action: Recommendations for School Mathematics of the 1980s, the NCTM has emphasized its support for helping students to develop and use problem-solving skills. The challenge for the teacher is to provide opportunities for the development of the e skill while teaching mathematical concept that comprise the basic curriculum. With the wide-spread availability of calculators, teachers have a tool that can be used to expand the study of many basic mathematical idea to include the development of problem-solving strategies. Calculations that would be so time consuming as to be impractical if they were done with paper and pencil, can be quickly done with a calculator.

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The Wonder and Creativity in “Looking Back” at Problem Solutions

Mathematics Teacher ◽

10.5951/mt.81.6.0429 ◽

1988 ◽

Vol 81 (6) ◽

pp. 429-434

Author(s):

Stanley F. Taback

Keyword(s):

Problem Solving ◽

Mathematics Instruction ◽

Position Paper ◽

School Mathematics ◽

National Council ◽

Mathematical Competence ◽

Mathematics Educators ◽

Looking Back

Mathematics educators have always viewed problem solving as a preferential objective of mathematics instruction. It was not, however, until the National Council of Teachers of Mathematics published its position paper An Agenda for Action: Recommendations for School Mathematics of the 1980s that problem solving truly came of age. As its very first recommendation, the Council (1980) directed that “problem solving be the focus of school mathematics in the 1980s” and proclaimed that “performance in problem solving will measure the effectiveness of our personal and national possession of mathematical competence.”

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Activities: Extending Problem-Solving Skills

Mathematics Teacher ◽

10.5951/mt.78.1.0036 ◽

1985 ◽

Vol 78 (1) ◽

pp. 36-44

Author(s):

Robert A. Laing

Keyword(s):

Problem Solving ◽

Mathematics Curriculum ◽

School Mathematics ◽

Problem Solving Skills ◽

Technological Society ◽

K 12

Introduction: Recognizing that the mathematics curriculum in grades K-12 must include more than the concepts and skills of mathematics to prepare students to be productive and contributing members of a rapidly changing technological society, the Agenda for Action (NCTM 1980, 3, 4) recommends that problem solving be the focus of school mathematics in the 1980s.

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Teaching Problem Solving in Mathematics

Teaching Children Mathematics ◽

10.5951/tcm.10.6.0302 ◽

2004 ◽

Vol 10 (6) ◽

pp. 302-309

Author(s):

Larry Buschman

Keyword(s):

Problem Solving ◽

Young Children ◽

Mathematics Instruction ◽

Teaching Problem ◽

Teacher's Perspective

Teachers face many challenges when attempting to teach problem solving to young children. This article examines these challenges from a classroom teacher's perspective and suggests ways to facilitate reform in mathematics instruction.

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