Sensitivity to complexity—an important prerequisite of problem solving mathematics teaching

Fritzlar, Torsten

doi:10.1007/bf02652780

Cited by 4 publications

(2 citation statements)

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“…(Mason, Burton, & Stacey, 2010). Fritzlar (2006) studies decision-making situations in the study of sensitivity to complexity, during which he presents a similar problem (folding problem).…”

Section: Taskmentioning

confidence: 99%

Mapping students’ motivation in a problem oriented mathematics classroom

Báró¹

2020

Teach. Math. Comput. Sci.

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This research focuses on mapping students' motivation by implementing problem-solving activities, namely how the problem-oriented approach affects the students' commitment, motivation, and attitude to learning. As a practicing teacher, the author faced difficulties with motivation and sought to improve her practice in the form of action research as described in this paper. Based on the literature, the author describes sources of motivation as task interest, social environment, opportunity to discover, knowing why, using objects, and helping others. The author discusses the effect of problem-oriented teaching on the motivation of 7th-grade students. In this paper, the results of two lessons are presented.

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Section: Taskmentioning

confidence: 99%

Mapping students’ motivation in a problem oriented mathematics classroom

Báró¹

2020

Teach. Math. Comput. Sci.

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“…About inducing scenario, the scholars are more urgent to explain what the effect factors and model of actions are. From the perspective of nonintelligective factors to research inducing scenario teaching paradigm is an important area [2]. Currently, researchers focused on the relationship between nonintelligective factors and teaching, and the relationship between inducing scenario and teaching.…”

Section: Introductionmentioning

confidence: 99%

“Nonintelligective Factors Inducing Scenario” Teaching Paradigm Developed and Applied Research

Gao-jian

Zhao

2011

AMR

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Nonintelligective factors inducing scenario, as a new teaching paradigm of teaching model, compared with the traditional teaching model is a kind of innovation and development, which is a more effective teaching model. This paper is based on scenario cognitive theory, which put forward the dynamic relationship model of the nonintelligective factors inducing scenario teaching paradigm, and emphasizing the teaching of both dynamic learning and the non-intellectual factors in learning, in order to stimulate strong interest of learners’ and increase participation. In the teaching process, it emphasizes more on the creation of scenarios, learning motivation and feedback behavior of learners’, in order to improve teaching effect.

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Developing individual creativity for environmental sustainability: Using an everyday theme in higher education

Cheng

2019

Thinking Skills and Creativity

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Sensitivity to complexity—an important prerequisite of problem solving mathematics teaching

Cited by 4 publications

References 10 publications

Mapping students’ motivation in a problem oriented mathematics classroom

Mapping students’ motivation in a problem oriented mathematics classroom

“Nonintelligective Factors Inducing Scenario” Teaching Paradigm Developed and Applied Research

Developing individual creativity for environmental sustainability: Using an everyday theme in higher education

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