• Title/Summary/Keyword: Problem Solving

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A Study of Mathematical Problem Solving in Korea (우리나라에서의 수학적 문제해결연구)

  • 김부윤;이영숙
    • The Mathematical Education
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    • v.42 no.2
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    • pp.137-157
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    • 2003
  • Mathematical Problem solving has had the largest focus in the spread of mathematical topics since 1980. In Korea, most of the articles on problem solving appeared 1980s and 1990s, during which there were special concerns on this issue. And there is general acceptance of the idea that the famous statement "Problem solving must be the focus of school mathematics"(NCTM, 1980, p.1) in Agenda for Action, reflected in the curriculum of Korea. In a historical review focusing on the problem solving in the National Curriculum of Mathematics, we can infer that the primary goal of mathematics instruction should be to have students become competence problem solver. However, the practices of mathematics classroom and the trends of research in mathematical problem solving have oriented to ′teaching about problem solving′ and ′teaching for problem solving′. The issue of teaching via problem solving′ remain unsolved in the community of mathematics education and we need much more attention to this issue.

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High School Students' Problem Solving Approaches on the Concept of Stoichiometry

  • Park, Hyun-Ju
    • Journal of The Korean Association For Science Education
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    • v.25 no.1
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    • pp.1-15
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    • 2005
  • This study examined two students' problem solving approaches: the similarities and the differences in their problem solving approaches, and the general problem solving strategies (heuristics) the students employed were discussed. The two students represent differences not only in terms of grades earned, but also in terms of participation, motivation, attention to detail, and approaches to answering questions and problem solving. Three separate problems were selected for this study: A stoichiometry problem; a fruit salad problem; and a limiting reactant problem. Each student was asked individually on three separate occasions to contribute to this study. There are more similarities in the students' problem solving strategies than there are differences. Both students were able to correctly solve the stoichiometry and the fruit salad problems, and were unable to correctly solve the limiting reactant problem. They recognized that an algorithm could be used for both chemistry problems(a stoichiometry problem & a limiting reactant problem). Both students were unable to correctly solve the limiting reactant problem and to demonstrate a clear understanding of the Law of Conservation of Mass. Nor did they show an ability to apply it in solving the problem. However, there was a difference in each one's ability to extend what had been learned/practiced/quizzed in class, to a related but different problem situation.

Cognitive Style and Interpersonal Problem Solving Ability among 5-, 7-, and 9-year-olds (아동의 인지양식과 대인 문제 해결력 - 5세, 7세, 및 9세 아동을 대상으로 -)

  • Chyung, Yun Joo;Yi, Soon Hyung
    • Korean Journal of Child Studies
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    • v.14 no.1
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    • pp.77-89
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    • 1993
  • The purpose of this study was to investigate (1) children's field dependence by age and sex, (2) children's interpersonal problem solving ability by age, sex, and contextual factors, (3) children's interpersonal problem solving ability by field dependence. The subjects were 120 five-, seven-, and nine-year-olds. Children's field-dependence was measured with the Children's Embedded Figures Test (CEFT). Children's interpersonal problem solving ability was measured with the Preschool Interpersonal Problem Solving Test (PIPS Test). Statistical methods adopted for data analysis were frequencies, percentiles, means, standard deviation, t-test, oneway ANOVA. $Scheff{\acute{e}}$ test and Pearson's correlations. Major findings were that (1) The older children were more field-independent than the younger ones (2) The older children suggested more problem solving methods and higher-level problem solving strategies than the younger ones. (3) Children suggested higher-level problem solving strategies in contexts involving familiar as opposed to unfamiliar participants and contexts involving children as opposed to adults. (4) 9-year-olds' field-independence was positively associated with interpersonal problem solving ability.

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Relations Between Qualities of Constructive Play and Problem Solving (구성놀이 질과 문제해결력 간의 관계)

  • Han, Suk-Sil;Park, Ju-Hee
    • Korean Journal of Child Studies
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    • v.28 no.5
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    • pp.143-159
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    • 2007
  • This study examined the relation between the quality of constructive play and convergent and divergent problem solving. The subjects were 48 five-year-old children. Unit blocks were used to test the quality level of constructive play; a 40 piece puzzle and pattern blocks were used to test convergent problem solving; the pattern blocks also were used to test divergent problem solving. Children's block play was videotaped and pictures were taken of constructions made by children. Data were analyzed by correlation and stepwise multiple regression. Results showed statistically significant correlations between the quality of constructive play and convergent and divergent problem solving. Among the sub variables of constructive play, social play patterns affected convergent problem solving; diversity affected divergent problem solving.

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A New Screening Method for Potentially Gifted Children : Problem Solving Activities (문제해결을 통한 영재아 선별에 관한 연구)

  • Chung, Young Sun
    • Korean Journal of Child Studies
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    • v.25 no.3
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    • pp.15-26
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    • 2004
  • The problem solving activities developed for this formal assessment program are based on familiar, real life problems. Responses of third and fourth grade subjects to problem solving items were assessed by problem solving ability, reasoning, and imagination/creativity. Reliability of problem solving activities was supported by the results of interrater reliability and Cronbach's alpha. Correlations between problem solving activities and the Naglieri Nonverbal Ability Test(NNAT: 1985) showed that cluster scores on the NNAT were significantly related to each score on the problem solving activities. Problem solving by gender showed that girls were more likely to express ideas than boys. There were also differences related to grade level on some items.

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Children's Interpersonal Problem Solving Performance with their Cognitive Styles and Interacting Subjects (대인대상과 인지양식에 따른 유아의 대인간 문제해결능력)

  • Yun, Ju-Ri;Hwang, Hae-Shin
    • Journal of the Korean Home Economics Association
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    • v.44 no.12
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    • pp.19-30
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    • 2006
  • The present study investigated the effects of children's cognitive styles on their interpersonal problem solving performances. It examined closely whether children's interpersonal problem solving performances differed depending on their individual cognitive styles such as field independence-field dependence and reflection-impulse cognitive styles. It also examined whether children's interpersonal problem solving performances differed depending on the subjects children interacted with. The subjects were 80 5-and 6-year-old children from three child care centers. Collected data were analyzed with SPSS Win 10.0 and processed statistically using average, standard deviation, and repeated measures design. Children's interpersonal problem solving performances showed differed according to the subjects they interacted with. Children showed better interpersonal problem solving performances with their peers than with adults like teachers or parents. There was a significant positive correlation between children's field independence-field dependence cognitive styles and interpersonal problem solving performances. That is, the more independent children were, the higher their interpersonal problem solving performances were. In addition, there was a partially negative correlation between children's reflection-impulse cognitive styles and interpersonal problem solving performances. The more impulsive children were, the lower the problem solving performances were.

Enhancing the Creative Problem Solving Skill by Using the CPS Learning Model for Seventh Grade Students with Different Prior Knowledge Levels

  • Cojorn, Kanyarat;Koocharoenpisal, Numphon;Haemaprasith, Sunee;Siripankaew, Pramuan
    • Journal of The Korean Association For Science Education
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    • v.32 no.8
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    • pp.1333-1344
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    • 2012
  • This study aimed to enhance creative problem solving skill by using the Creative Problem Solving (CPS) learning model which was developed based on creative problem solving approach and five essential features of inquiry. The key strategy of the CPS learning model is using real life problem situations to provide students opportunities to practice creative problem solving skill through 5 learning steps: engaging, problem exploring, solutions creating, plan executing, and concepts examining. The science content used for examining the CPS learning model was "matter and properties of matter" that consists of 3 learning units: Matter, Solution, and Acid-Base Solution. The process to assess the effectiveness of the learning model used the experimental design of the Pretest-Posttest Control-Group Design. Seventh grade-students in the experimental group learned by the CPS learning model. At the same time, students at the same grade level in the control group learned by conventional learning model. The learning models and students' prior knowledge levels were served as the independent variables. The creative problem solving skill was classified in to 4 aspects in: fluency, flexibility, originality, and reasoning. The results indicated that in all aspects, the students' mean scores of creative problem solving between students in experimental group and control group were significantly different at the .05 level. Also, the progression of students' creative problem solving skills was found highly progressed at the later instructional periods. When comparing the creative problem solving scores between groups of students with different levels of prior knowledge, the differences of their creative problem solving scores were founded at .05 level. The findings of this study confirmed that the CPS learning model is effective in enhancing the students' creative problem solving skill.

A Case study on the Validity Review of the Problem Solving Process of Elemetary $5^{th}$ graders (초등학교 5학년 학생들의 문제해결 과정의 타당성 검토 활동에 관한 사례연구)

  • Park, Ji-Yeon;Park, Young-Hee
    • The Mathematical Education
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    • v.51 no.3
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    • pp.265-280
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    • 2012
  • This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.

A model of problem solving instruction for improving practical skill-competence in technical high school (공업계 고등학교에서의 문제해결식 실기수업 모형)

  • Kim, Ik-Su;Ryu, Chang-Yol
    • 대한공업교육학회지
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    • v.30 no.1
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    • pp.1-18
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    • 2005
  • The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.

A Study on the Problem Solving Competency Represented in the New Seventh Grade Mathematics Textbook (2015 개정 수학 교과서에 반영된 문제 해결 역량 요소 탐색 - 중학교 1학년 함수 영역을 중심으로 -)

  • Hwang, Hye Jeang
    • East Asian mathematical journal
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    • v.35 no.4
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    • pp.407-427
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    • 2019
  • The six core competencies included in the mathematics curriculum revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the problem solving is very important for students' enhancing much higher mathematical thinking. Based on this competency, this study selected the four elements of the problem solving such as problem solving process, cooperative problem solving, mathematical modeling, problem posing. And also this study selected the domain of function which is comprised of the content of the coordinate plane, the graph, proportionality in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the four elements of the problem solving competency were shown in each textbook.