Search results for: Problem solving
Page 2/4 34 items
Teachers’ Reports of Learning and Application to Pedagogy Based on Engagement in Collaborative Peer Video Analysis
The authors explored teachers’ learning of new ideas about pedagogy and their self-reported application of this learning. The findings revealed that teachers reported applying 40% of their learning; particularly, what they learned about methods and materials for instruction, and that they learned from both video and discussion almost equally.
Updated: May. 12, 2015
This article presents a brief overview of scenario-based instruction in Child, Family and Community online course. The results show that student and faculty feedback, as well as student learning outcomes, have revealed that the scenario and case-based aspects of the course design have been useful and helpful in achieving the course goals. Instructors reported that there was a noticeable difference between the students who participated in the scenario-based classes versus the students that participated in the traditional format of the course in terms of the depth and breadth of their work.
Updated: Jul. 30, 2014
Design thinking is generally defined as an analytic and creative process that engages a person in opportunities to experiment, create and prototype models, gather feedback, and redesign. The literature has identified several characteristics that a good design thinker should possess. The authors’ overarching purpose is to identify the features and characteristics of design thinking and discuss its importance in promoting students’ problem-solving skills in the 21st century.
Updated: Jul. 20, 2014
Classroom Culture, Mathematics Culture, and the Failures of Reform: The Need for a Collective View of Culture
The purpose of this study was to investigate the nature of classroom practice and how it is supported by the culture of a classroom. The primary participant in this study was an eighth-grade mathematics teacher renowned for being a good teacher whose teaching conformed to the intentions of the reform-oriented National Council of Teachers of Mathematics (NCTM) standards, with a particular emphasis on problem solving. The authors found that although Ms. Bryans appropriated some of the rhetoric and practices of problem-solving-based practice, her goals and assessment methods and most of her instructional methods were not consistent with common ideas of problem-solving mathematics.
Updated: Jun. 23, 2014
Thie goal of ths research project is two fold: first, this research aims at finding out how teachers talk about creativity at a school community level, and what they recognise as creative acts among pupils at the primary and secondary levels. Second, the research project's purpose is to investigate the role played by teacher conceptions of creativity in relation to promoting the creativity of pupils. The participants in this study were 14 teachers who worked at both the primary and secondary levels in Denmark. The author claims that teachers should be creative themselves experiment with their teaching whenever appropriate and in such a way that demonstrates to pupils how to work creatively.
Updated: Oct. 10, 2012
Zen and the Art of Neriage: Facilitating Consensus Building in Mathematics Inquiry Lessons through Lesson Study
In this article, the authors were interested to explore how teachers can effectively facilitate classroom discussions in the ways that elicit negotiation of meaning and maximize the potential of mathematical inquiry activities. In the neriage stage, Japanese teachers encourage students to listen to other students’ ideas carefully and consider the strengths and weaknesses of different problem-solving strategies. Then the teachers facilitate discussions to co-determine which strategy is the most reasonable and efficient one. This article introduces a video-based lesson study that explored how a group of U.S. teachers could successfully implement consensus building discussions (or neriage) in their mathematics classrooms.
Updated: Aug. 21, 2012
This study had two purposes. First, it aimed to provide an analysis of the types of questions teachers use to promote thinking, problem-solving and reasoning in their students. Second, it aimed to provide an analysis of the types of discourse the students used to problem-solve and reason during their small group discussions. The results showed that the teachers used a range of questioning strategies from those that probed for information and challenged children’s perspectives to those higher-level questions that required children to provide reasons, make connections or think meta-cognitively.
Updated: Aug. 01, 2012
This study draws data from a public university teacher education program that specifically sought to prepare White, middle-income, novice teachers to work in a large, urban school district. Specifically, the authors sought to find out what characteristics and environmental supports were important to these teachers in their first years of teaching. The results of this study identified seven criteria that emerged from interviews of 12 new urban teachers in exploring what makes them feel successful in their jobs. Themes included access to significant adult relationships, ability to mentor others, ability to problem-solve, hope, high expectations for self and students, sociocultural awareness, and the teachers’ need to access professional development opportunities.
Updated: Jul. 10, 2012
Collaborative Teacher Inquiry as a Tool for Building Theory on the Development and Use of Rich Mathematical Tasks
This article describes the collaborative inquiry activity of a group of high school mathematics teachers interested in increasing student engagement and problem solving in the classroom. The results show specific and direct links between teacher inquiry and classroom practice. Furthermore, this case study provides specific information on how an inquiry context is linked to the way teachers interact, form theories, and make use of student work.
Updated: Dec. 03, 2010
Making Sense of Conceptual Tools in Student-Generated Cases: Student Teachers' Problem-Solving Processes
This paper examines the way student teachers make sense of conceptual tools when writing cases. The findings show that transforming practical experiences into theoretical reflection is not a straightforward matter. To be able to elaborate on the task it is crucial to make meaning of the tools. It is demonstrated that the institutional practices, rules and expectations must be explicit for the students.
Updated: Nov. 29, 2010