• The Mathematical Education
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• v.57 no.3
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• pp.271-287
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• 2018

This is a case study that defined collaborative utterances and analyzed how they appear in the problem-solving process when 5th-grade students solved problems in groups. As a result, collaborative utterances consist of an interchange type and a deliver type and the interchange type is comprised of two process: the verification process and the modification process. Also, in groups where interchange type collaborative utterances were generated actively and students could reach an agreement easily, students applied the teacher's help to their problem-solving process right after it was provided and could solve problems even though they had some mathematics errors. In interchange-type collaborative utterances, each student's participation varies with their individual achievement. In deliver-type collaborative utterances, students who solved problems by themselves participated dominantly. The conclusions of this paper are as follows. First, interchange-type collaborative utterances fostered students' active participation and accelerated students' arguments. Second, interchange-type collaborative utterances positively influenced the problem-solving process and it is necessary to provide problems that consider students' achievement in each group. Third, groups should be comprised of students whose individual achievements are similar because students' participation in collaborative utterances varies with their achievement.

• The Mathematical Education
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• v.55 no.3
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• pp.251-279
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• 2016

There are many studies on 'how' students solve mathematical problems, but few of them sufficiently explained 'why' they have to solve the problems in their own different ways. As quantitative reasoning is the basis for algebraic reasoning, to scrutinize a student's way of dealing with quantities in a problem situation is critical for understanding why the student has to solve it in such a way. From our teaching experiments with two ninth-grade students, we found that emergences of a certain level of covariational reasoning were highly consistent across different types of problems within each participating student. They conceived the given problem situations at different levels of covariation and constructed their own quantity-structures. It led them to solve the problems with the resources accessible to their structures only, and never reconciled with the other's solving strategies even after having reflection and discussion on their solutions. It indicates that their own structure of quantities constrained the whole process of problem solving and they could not discard the structures. Based on the results, we argue that teachers, in order to provide practical supports for students' problem solving, need to focus on the students' way of covariational reasoning of problem situations.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.28-34
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• 2010

Traditionally engineers' main roles are concentrated on solving any given problems and engineering education has emphasized problem solving ability. Therefore engineers intend to solve easily perceived problems with their knowledge and experience instead of trying to analyze the given problems thoroughly and to define real problems, and go through lots of trial and error. So, engineers require the ability to define real problems accurately before trying to solve the problems. This study proposes a real problem definition process using visualization of a core zone and TRIZ concepts such as contradictions and IFR(Ideal Final Result) in order to define real problems with minimum trial and error. TRIZ is the theory of inventive problem solving and was developed by a Soviet engineer and researcher Genrich Altshuller from 1946. Nowadays many industries use TRIZ and its effectiveness was already proved by lots of real problem solving in various areas. Therefore TRIZ might be very effective tool for developing students' inventive thinking ability in engineering education.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.214-220
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• 2000

The difference (bias) between self-efficacy and chemistry problem-solving ability was investigated for 96 (male: 48, female: 48) high school students. A self-efficacy instrument was administered, which asked the confidence in solving algorithmic and conceptual problems successfully. Their chemistry problem-solving ability was then assessed with 10 algorithmic and 10 conceptual problems as same in the self-efficacy instrument. Although students had higher scores in the algorithmic problems, no significant difference was found in the self-efficacy to solve the two different forms of problems. Therefore, the bias scores in the conceptual problems were higher than those in the algorithmic problems. Two-way ANOVA results for the bias in the algorithmic problems revealed a significant interaction between gender and the previous achievement level. Analysis of simple effects indicated that the bias scores of high-achieving boys were significantly higher than those of high-achieving girls. While most high-achieving boys were in the overconfident category, high-achieving girls were more likely to be in the underconfident category.

• The Mathematical Education
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• v.45 no.1 s.112
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• pp.1-24
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• 2006

The purpose of the study was to design and develop the performance assessment problems and the rubric of holistic evaluation approach for elementary school students in higher levels (6 graders). Problems include 6 tasks related to all content areas such as number and operation, etc. In addition, the results show the analyses of children's problem solving process and investigate how the performance assessment problems could be developed in order to develop children's higher-order thinking and problem solving skills.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 1996.04a
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• pp.713-716
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• 1996

Managers are constantly facing problems. Some problems are treated with special connotation. Others are solved as a daily routine. While other problems disppear into the realm of oblivion without even recognized by managers. Some of the unrecognized or overlooked problems may cause a serious failure. It is also likely that there is a better solution approach even though we have been using a generally accepted method. Problem identification is a neglected area by researchers and managers, although they are facing problems everday. This paper provides a review of the theories pertained to problem definition and problem identification as the beginning stage of the problem solving process. Based on these theories, we provide an expert system which can assist managers for a better problem solving. Knowledge base for problem identification and recommaendation of tools for the problem solving is the key ingredient of the expert system.

• Hwankyungkyoyuk
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• v.15 no.1
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• pp.125-136
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• 2002

The ultimate goal of environmental education is to train the civilian who positively participates in solving environmental problems. To do above, not only accurate knowledge but also right value about environmental problems are needed. It is reasonable decision making that choose the first of all alternatives to solve the problems by accurate knowledge and right value of an individual. Teaching reasonable decision making in environmental education is related to raise the participant civilian toward regional environmental problem solving Simulation game helps that students have a opportunity to practice decision making skills about regional problems and give self-confidence to their decision making ability. So, the aim of this study is to present simulation games which is fit to elementary environmental education. The first one is for group decision making, the second one is for individual decision making. These can make a conclusion, winner and loser of games. But last one is open-ended game and aims to make explicit a variety of opinions, issues and conflicts to problem.

• The Journal of Korean Association of Computer Education
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• v.18 no.5
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• pp.1-13
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• 2015

In recent domestic and international curriculum it is emphasized that students should acquire 'problem solving' competence as a member of knowledge information society and various programming educational methods of improving problem solving competence have been studied. But there is no difference between programming problems in related research and traditional programming courses. Most methods of solving problems are focused on acquiring specific languages rather than enhancing problem solving ability. In this research, we developed a suitable programming problems and curriculum for fostering problem solving competence and designed and developed teaching and learning contents based on PSA(Problem Solving Activities). Furthermore, we obtained meaningful results of improving learners' problem solving ability and logical thinking ability by operating curriculum with developed contents as learning materials. The results of this research are expected to be used as a reference model or basic teaching materials for developing and operating the programming teaching and learning contents or curriculum to enhance problem solving competence.

• The Mathematical Education
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• v.42 no.3
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• pp.353-368
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• 2003

Analogy, based on a similarity, is to infer the properties of the similar object from properties of an object. It can be a very useful thinking tool for learning mathematical patterns and laws, noticing on relational properties among various situations. The purpose of this study, when manipulating hint condition, figure and table conditions and the amount of original learning by using algebra word problems, is to verify the effects of analogical transfer in solving equivalent, isomorphic and similar problems according to the similarity of source problems and target ones. Five study questions were set up for the above purpose. It was 354 first grade students of S and G middle schools in Seoul that were experimented for this study. The data was processed by MANOVA analysis of statistical program, SPSS 10.0. The results of this studies would indicate that most of the students would be poor at solving isomorphic and similar problems in the performance of analogical transfer according to the similarity of source and target problems. Hints, figure and table conditions did not facilitate the analogical transfer. Merely, on the condition that amount of teaming was increased, analogical transfer of the students was facilitated. Therefore, it is necessary to have students do much more analogical problem-solving experience to improve their analogical reasoning ability through the instruction program development in the educational fields.

• Research in Mathematical Education
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• v.11 no.1
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• pp.1-31
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• 2007

Recent research has documented that there is a close relationship between problem posing and problem solving in arithmetic. However, most studies investigated the relationship between problem posing and problem solving only by means of standard problem situations. In order to overcome that shortcoming, a pilot study with Chinese fourth-graders was done to investigate this relationship using a non-standard, realistic problem situation. The results revealed a significant positive relationship between students' problem posing and solving abilities. Based on that pilot study, a more extensive and systematic ascertaining study was carried out to confirm the observed relationship between problem posing and problem solving among Chinese elementary school children. Results confirmed that there was indeed a close relationship between both skills.