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result(s) for
"Problem solving Mathematics."
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Super sums : addition, subtraction, multiplication and division
\"Introduces the reader to addition, subtraction, multiplication and division\"-- Provided by publisher.
Book
Ready for word problems and problem solving
\"This book explains the steps of reading a problem, making a plan, solving the problem and checking your answer\"--Provided by publisher.
BOOK
An Intelligent Tutor-Assisted Mathematics Intervention Program for Students With Learning Difficulties
The Common Core Mathematics Standards have raised expectations for schools and students in the United States. These standards demand much deeper content knowledge from teachers of mathematics and their students. Given the increasingly diverse student population in today's classrooms and shortage of qualified special education teachers, computer-assisted instruction may provide supplementary support, in conjunction with the core mathematics instruction, for meeting the needs of students with different learning profiles. The purpose of this study was to explore the potential effects of the Please Go Bring Me-Conceptual Model-Based Problem Solving (PGBM-COMPS) intelligent tutor program on enhancing the multiplicative problem-solving skills of students with learning disabilities or difficulties in mathematics.
Journal Article
Math in the bath
\"Peg and Cat are in the bath. One, two friends in the bath. Peg and Cat do math in the bath!\"-- Back cover.
Book
Self-efficacy, practices, and their relationships; the impact of a professional development program for mathematics teachers
Mathematics teaching in a 21st-century educational context requires a shift to active learning. The shift calls on teachers, and the plans countries need to prepare to make the changes through well-designed teacher professional development programs. ARPA (Spanish acronym for
Activating Problem Solving in Classrooms
), as a professional development program, with an emphasis on collaborative problem solving, provides opportunities and tools for teachers to enrich their classroom activities in a student-centered manner. This study of 149 in-service teachers evaluates the impact of an ARPA workshop on teachers’ self-efficacy and their tendency to choose student-centered practices. The results show that before participating in the program, even if teachers had believed in their ability to solve problems, they did not consider how to connect this ability with the active student-centered problem-solving practices in their classroom. However, teachers’ self-efficacy in performing problem solving significantly affects the teachers’ report of their student-centered practices after participating in the program. Understanding the relationship between teacher confidence and the quality of their classroom activities is essential for the optimization of the outcomes of any teacher’s professional development.
Journal Article
Enhancing geometry problem-solving through visualization for multilingual learners
Visualization is key in developing learners’ problem-solving skills and mathematical reasoning, yet many South African Grade 11 multilingual learners (MLs) struggle with geometry. This qualitative study, informed by the commognitive framework, explores how visual aids and language influence their understanding. Eighteen MLs participated in task-based interviews and focus group discussions. Findings revealed two main challenges: limited understanding of geometry terms like “arc,” “bisect,” and “subtend,” and difficulty visualizing concepts without a clear vocabulary. However, when visual representations supported instruction, learners showed improved comprehension, identified misconceptions, and communicated their reasoning more effectively. The study concludes that combining visual aids with explicit language support enhances MLs’ geometry learning. Multilingual classrooms should incorporate annotated diagrams, drawing tasks, and vocabulary-focused prompts to strengthen visualization and conceptual understanding.
Journal Article
Teaching mathematics through problem-solving in K-12 classrooms
\"This book shows how problems can be the vehicle for learning mathematics itself, and presents a comprehensive pedagogy based on classroom discourse, assessment, critical and creative thinking\"-- Provided by publisher.
Book
Student Insights in Mathematics Problem Solving: Cognition, Affect, and Gesture
The present study aims to describe and characterize the insights of elementary school students during the collaborative solving of mathematics problems. A total of 10 elementary school 60-min math classes were analyzed, with each session documented by videotaping the interaction of groups of 3 to 6 children. The study included 41 students in total (14 boys and 27 girls aged from 7 to 10). Group interaction was analyzed by taking spontaneous insights as queues. The results distinguish
full insight
—where students suddenly discover the answer to the problem—from
partial insight
—where students realize they have been following an incorrect procedure. Data shows that most insight takes place during interaction and not individually. An in-depth description of such insights shows a junction between the semantic content in verbal explanations and proto-symbolic content involved in gestures. The described insights also show in situ emergence of joint rhythmicity among participants. Results suggest that it is possible to clearly identify insight in spontaneous interaction among school children.
Journal Article