“I’m not very good at solving problems”: An exploration of students’ problem solving behaviours

Muir, Tracey; Beswick, Kim; Williamson, John

doi:10.1016/j.jmathb.2008.04.003

Cited by 66 publications

(68 citation statements)

References 10 publications

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“…Such views seem characteristic of Muir et al's (2008) sophisticated problemsolving behaviour. The English cohort privileges memory retention or the ability to recall information, in accordance with Muir et al's (2008) sense of routine behaviour. Interestingly, no student, irrespective of cohort, commented in ways that would indicate an emphasis on any of the remaining four of Guilford's intellectual processes; memory recording, divergent production, convergent production or evaluation.…”

Section: The Nature Of Mathematical Problemsmentioning

confidence: 99%

Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions

Xenofontos

Andrews

2012

Research in Mathematics Education

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In this paper we report on a small-scale comparative examination of prospective elementary teachers' beliefs about problem-solving in Cyprus and England. First year undergraduate students (13 from Cyprus and 14 from England) from a wellregarded university in each country were qualitatively interviewed at the commencement of their respective teacher education programmes. Data, which were analysed by means of a combination of theory-and data-driven coding, indicated that, in both countries, students entered university with beliefs about problems and problem-solving that were not only products of the cultures in which they were educated but also frequently incommensurate with the problemsolving expectation of the curricular frameworks within which they would have to work as teachers. Also, the outcomes confirmed that, despite researchers' assumptions of definitional convergence, the expressions ‗mathematical problem' and ‗problem-solving' continue to be used differently across cultures. Some implications for teacher education are discussed.

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Section: The Nature Of Mathematical Problemsmentioning

confidence: 99%

Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions

Xenofontos

Andrews

2012

Research in Mathematics Education

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“…From their research, Cecilia and Barbara (2007) saying that a special implication to support the research in mathematics teacher conception and their teaching and to the programmer of teacher education has been given. The research about the students' behavior in mathematics problem solving is identified in three cases namely naï ve or based on the real condition, routine and complex and it is connected with the problem of beginner and the expert (Beswick K et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

The Development of Thematic Mathematics Book Based on Environment with a Realistic Approach to Implant the Attitude of Caring about Environment at Students of Elementary School Grade One in Kupang

Ekowati¹,

Nenohai²

2016

IJHE

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The backdrop of this research is among others (1) the content of article 8 legislation national education system 20/2003 that the society takes the participation in planning and evaluating education, (2) the criterion of curriculum 2013 that is integrated and has a theme of natural environment, (3) the reality in the field showing that mathematics is not too meaningful, (4) do not use the school environment yet in outdoor learning so that can implant the attitude of caring about the envoronment. Based on the backdrop, the problem statement of this research is: how to develop thematic mathematics book based on environment with a realistic approach to implant the attitude of caring about the environment at the students of elementary school grade one in Kupang as early as possible?The method used is Research and Development with a type of Formative Research introduced by Tessmer in 1993. There are three steps in this research among others (1) the step of getting early data by using survey method analysed descriptively, (2) the step of developing the thematic mathematics books validated by the expert of education and mathematics (3) experiment step that is analysed with an inferensial statistic by using dependent t correlation analysis to know the difference of the student's mathematics knowledge before and after using the learning tool developed and to implant the attitude of caring about the environment at the students.The school used as the limited class test or small class test toward the product developed is Directive Primary School Naimata Kupang, meanwhile for the big class test is Catholic Primary School St. Arnoldus Kupang. The basic reason to choose both of the schools is the minimum of reference books used by the teachers at grade one at the schools, and they do not use the large area of the schools field as a medium in learning.The result of the research based on the problem statement showing that almost all the students is very active and have a positive response. The attitude of caring about the environment begin to appear after using the thematic mathematics book developed, as a guide book for the teachers and the practice book for the students. Besides, the students' understanding toward the number basic concept, the number operations and the two dimensions also increase and the misconception doesn't occur.

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“…• Design Specification -Involves converting the problem into a design specification (identifying inputs/outputs and controller operation) that can be implemented with a logic design circuit. Each of the four subtasks was quantified using a naïve, routine or sophisticated strategy [9]. The three different strategy type descriptions were created by examining a good solution and also reviewing the individual teams' solutions.…”

Section: Mea Solution Assessmentmentioning

confidence: 99%

Red light-green light: Using a Model-Eliciting Activity in a logic design course

Johnson

Moore

2010

2010 IEEE Frontiers in Education Conference (FIE)

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This paper outlines the use of a ModelEliciting Activity (MEA) in a logic design course that introduces students to design through an authentic client-driven problem. The MEA involved creating a model of a traffic signal controller for an intersection of a U.S. highway and a county road near the university. Students were given background information on traffic signal controllers and actual traffic flow data for the intersection and were then asked to analyze the data, transform the problem to the digital design space, and create a state diagram for a traffic signal controller that would be effective for the given intersection. The results using the MEA in the course were very encouraging. All seven groups in the class created valid traffic signal controller state diagrams and six of the seven groups were able to create working implementations in a programmable logic device. In addition, on the course's final exam, a similar modeling problem was included and the students who participated in the MEA scored higher on the problem than last year's students that did not have the MEA experience.

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“I’m not very good at solving problems”: An exploration of students’ problem solving behaviours

Cited by 66 publications

References 10 publications

Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions

Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions

The Development of Thematic Mathematics Book Based on Environment with a Realistic Approach to Implant the Attitude of Caring about Environment at Students of Elementary School Grade One in Kupang

Red light-green light: Using a Model-Eliciting Activity in a logic design course

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