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Author : Nancy McConkey
Publisher : Bragg Creek, Alta. : Solution Talk Press
Page : 248 pages
File Size : 55,8 Mb
Release : 2002
Category : Counseling in elementary education
ISBN : 0968947204
Author : Benjamin Piltch,Terrence Quinn
Publisher : R&L Education
Page : 180 pages
File Size : 47,5 Mb
Release : 2011
Category : Education
ISBN : 9781607099529
Parents, lawmakers, supervisors, and unions are among the many constituencies that demand influence, if not control, of the educational process. How does the school administrator balance all the needs of the various groups and still remain true to the ultimate, though most powerless constituency: the students? Through case studies and anecdotes based on real-life experiences, the authors share the ups and downs of the educational world, seeking to find the balance that is most effective in ensuring success. School Leadership:Case Studies Solving School Problems details decision making and actions taken that dramatically affect the success of students and schools as well as school systems. This second edition continues and improves on the first edition with a series of new and timely school leadership case studies that require the reader to reflect on the variety of issues that cross the principal's desk every day. The reader will find the case studies and anecdotes highly absorbing. They are so real, fraught with complexity, and will require the reader to use a sophisticated decision-making process.
Author : Sung Je Cho
Publisher : Springer
Page : 617 pages
File Size : 47,5 Mb
Release : 2015-02-10
Category : Education
ISBN : 9783319126883
This book comprises the Proceedings of the 12th International Congress on Mathematical Education (ICME-12), which was held at COEX in Seoul, Korea, from July 8th to 15th, 2012. ICME-12 brought together 3500 experts from 92 countries, working to understand all of the intellectual and attitudinal challenges in the subject of mathematics education as a multidisciplinary research and practice. This work aims to serve as a platform for deeper, more sensitive and more collaborative involvement of all major contributors towards educational improvement and in research on the nature of teaching and learning in mathematics education. It introduces the major activities of ICME-12 which have successfully contributed to the sustainable development of mathematics education across the world. The program provides food for thought and inspiration for practice for everyone with an interest in mathematics education and makes an essential reference for teacher educators, curriculum developers and researchers in mathematics education. The work includes the texts of the four plenary lectures and three plenary panels and reports of three survey groups, five National presentations, the abstracts of fifty one Regular lectures, reports of thirty seven Topic Study Groups and seventeen Discussion Groups.
Author : Don Fontenelle
Publisher : Wellness Institute, Inc.
Page : 452 pages
File Size : 42,5 Mb
Release : 2001-12
Category : Education
ISBN : 1587410990
The Parent's Guide to Solving School Problems About The Book: The Parent's Guide to Solving School Problems is a comprehensive guide to effectively dealing with the most commonly experienced school problems. Written by Dr. Don Fontenelle, a nationally recognized psychologist with over 25 years of experience in working with children and adolescents with all types of problems, this book serves as an invaluable resource for parents of children and adolescents. Every conceivable problem is covered from learning disorders such as dyslexia and mathematics disorder to emotional problems such as anxiety, depression, and others, to anger and violence and other behavioral problems. This book provides a thorough and comprehensive guide for dealing with the most common school problems any child can experience. Must reading for any parent who has children that are still in school. About The Author: Dr. Don Fontenelle received his Ph.D. in Clinical Psychology from Oklahoma State University. He is in private practice in Metarie, Louisiana. Dr Fontenelle has spent most of his career helping children and their parents. His workshops for teachers and parents on Child/Adolescent Behavior and for parents are widely praised for the positive results experienced by participants. Dr. Fontenelle has authored 13 books on children/adolescents for parents and teachers some of who have been translated into French, Spanish, Portuguese, and Arabic.
Author : Murad Jurdak
Publisher : Springer
Page : 199 pages
File Size : 44,7 Mb
Release : 2016-05-30
Category : Education
ISBN : 9783319082042
The ultimate aim of this book is to identify the conceptual tools and the instructional modalities which enable students and teachers to cross the boundary between school mathematics and real world problem solving. The book identifies, examines, and integrates seven conceptual tools, of which five are constructs (activity theory, narrative, modeling, critical mathematics education, ethnomathematics) and two are contexts (STEM and the workplace). The author develops two closely linked multiple-perspective frameworks: one for learning real world problem solving in school mathematics, which sets the foundations of learning real world problem solving in school mathematics; and one for teaching real world problem solving in school mathematics, which explores the modalities of teaching real world problem solving in school mathematics. “The book is composed as, on the one hand, a high-level theoretical scholarly work on real world problem solving in school mathematics, and, on the other hand, a set of twelve narratives which, put together, constitute a thought-provoking and moving personal and professional autobiography.” - Mogens Niss “These narratives combine aspects of Murad’s personal trajectory as an individual with those points in his professional career at which he became aware of perspectives on and approaches to mathematics education that were both significant in and of themselves, and instrumental for the specific scholarly endeavor presented in the book.” - Mogens Niss
Author : Thomas Wedell-Wedellsborg
Publisher : Harvard Business Press
Page : 327 pages
File Size : 53,7 Mb
Release : 2020-03-17
Category : Business & Economics
ISBN : 9781633697232
"The author makes a compelling case that we often start solving a problem before thinking deeply about whether we are solving the right problem. If you want the superpower of solving better problems, read this book." -- Eric Schmidt, former CEO, Google Are you solving the right problems? Have you or your colleagues ever worked hard on something, only to find out you were focusing on the wrong problem entirely? Most people have. In a survey, 85 percent of companies said they often struggle to solve the right problems. The consequences are severe: Leaders fight the wrong strategic battles. Teams spend their energy on low-impact work. Startups build products that nobody wants. Organizations implement "solutions" that somehow make things worse, not better. Everywhere you look, the waste is staggering. As Peter Drucker pointed out, there's nothing more dangerous than the right answer to the wrong question. There is a way to do better. The key is reframing, a crucial, underutilized skill that you can master with the help of this book. Using real-world stories and unforgettable examples like "the slow elevator problem," author Thomas Wedell-Wedellsborg offers a simple, three-step method - Frame, Reframe, Move Forward - that anyone can use to start solving the right problems. Reframing is not difficult to learn. It can be used on everyday challenges and on the biggest, trickiest problems you face. In this visually engaging, deeply researched book, you’ll learn from leaders at large companies, from entrepreneurs, consultants, nonprofit leaders, and many other breakthrough thinkers. It's time for everyone to stop barking up the wrong trees. Teach yourself and your team to reframe, and growth and success will follow.
Author : Stephen Krulik,Jesse A. Rudnick
Publisher : Allyn & Bacon
Page : 340 pages
File Size : 52,5 Mb
Release : 1988
Category : Education
ISBN : STANFORD:36105033070025
Grade level: 1, 2, 3, 4, 5, 6, 7, p, e, i, t.
Author : Susana Carreira,Keith Jones,Nélia Amado,Hélia Jacinto,Sandra Nobre
Publisher : Springer
Page : 255 pages
File Size : 55,5 Mb
Release : 2016-02-19
Category : Education
ISBN : 9783319249100
This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters’ mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students ́ and teachers ́ perspectives on mathematics learning, especially school compared to beyond-school mathematics.
Author : Nancy Ohle,Cindy Lakin Morley
Publisher : ASCD
Page : 75 pages
File Size : 43,5 Mb
Release : 1994
Category : Problem solving
ISBN : 9780871202352
Explore a three-phase approach for solving any typical school problem.
Author : Oliver Lovell,Tom Sherrington
Publisher : Hachette UK
Page : 186 pages
File Size : 53,6 Mb
Release : 2020-10-23
Category : Education
ISBN : 9781913808440
What is it that enables students to learn from some classroom activities, yet leaves them totally confused by others? Although we can't see directly into students' minds, we do have Cognitive Load Theory, and this is the next best thing. Built on the foundation of all learning, the human memory system, Cognitive Load Theory details the exact actions that teachers can take to maximise student outcomes.Written under the guidance, and thoroughly reviewed by the originator of CLT, John Sweller, this practical guide summarises over 30 years of research in this field into clear and easily understandable terms. This book features both a thorough discussion of the core principles of CLT and a wide array of classroom-ready strategies to apply it to art, music, history, chemistry, PE, mathematics, computer science, economics, biology, and more.
Author : Alisha R. Pollastri,J. Stuart Ablon,Michael J.G. Hone
Publisher : Springer
Page : 206 pages
File Size : 44,9 Mb
Release : 2019-06-06
Category : Medical
ISBN : 9783030126308
This book is the first to systematically describe the key components necessary to ensure successful implementation of Collaborative Problem Solving (CPS) across mental health settings and non-mental health settings that require behavioral management. This resource is designed by the leading experts in CPS and is focused on the clinical and implementation strategies that have proved most successful within various private and institutional agencies. The book begins by defining the approach before delving into the neurobiological components that are key to understanding this concept. Next, the book covers the best practices for implementation and evaluating outcomes, both in the long and short term. The book concludes with a summary of the concept and recommendations for additional resources, making it an excellent concise guide to this cutting edge approach. Collaborative Problem Solving is an excellent resource for psychiatrists, psychologists, social workers, and all medical professionals working to manage troubling behaviors. The text is also valuable for readers interested in public health, education, improved law enforcement strategies, and all stakeholders seeking to implement this approach within their program, organization, and/or system of care.
Author : David Linker,Alan Sultan
Publisher : World Scientific
Page : 196 pages
File Size : 46,8 Mb
Release : 2016-02-25
Category : Mathematics
ISBN : 9789814730051
This book is a rare resource consisting of problems and solutions similar to those seen in mathematics contests from around the world. It is an excellent training resource for high school students who plan to participate in mathematics contests, and a wonderful collection of problems that can be used by teachers who wish to offer their advanced students some challenging nontraditional problems to work on to build their problem solving skills. It is also an excellent source of problems for the mathematical hobbyist who enjoys solving problems on various levels. Problems are organized by topic and level of difficulty and are cross-referenced by type, making finding many problems of a similar genre easy. An appendix with the mathematical formulas needed to solve the problems has been included for the reader's convenience. We expect that this book will expand the mathematical knowledge and help sharpen the skills of students in high schools, universities and beyond. Contents:Arithmetic and LogicAlgebraGeometryTrigonometryLogarithmsCountingNumber TheoryProbabilityFunctional Equations Readership: High school students, teachers and general public interested in exciting mathematics problems.
Author : Dennis J. Simon
Publisher : Routledge
Page : 224 pages
File Size : 55,7 Mb
Release : 2019-07-31
Category : Education
ISBN : 9781351237802
Problem-Solving Parent Conferences in Schools presents a Problem-solving Parent Conference (PPC) model that integrates and applies empirically-supported systemic and behavioral intervention strategies to coordinated home-school interventions for student behavioral and social-emotional concerns. Though today’s schools seek to further understand student behaviors from ecological and systemic perspectives, there are limited resources available on how to effectively collaborate with families—a key social-environmental context. This unique book engages parents and teachers in a five-stage protocol towards more effective student support. These evidence-based, change-oriented approaches will be essential for graduate students in school psychology, school social work, and school counseling programs; in teacher preparation; and in any related course focused on parents and families in school settings. Its resources are also critical for mental health practitioners who work with children, adolescents, families, and schools.
Author : Inga Gebel
Publisher : WTM-Verlag Münster
Page : 228 pages
File Size : 46,7 Mb
Release : 2019
Category : Education
ISBN : 9783959871167
Content of the Book The University of Potsdam hosted the 25th ProMath and the 5th WG Problem Solving conference. Both groups met for the second time in this constellation which contributed to profound discussions on problem solving in each country taking cultural particularities into account. The joint conference took place from 29th to 31st August 2018, with participants from Finland, Germany, Greece, Hungary, Israel, Sweden, and Turkey. The conference revolved around the theme “Implementation research on problem solving in school settings”. These proceedings contain 14 peer-reviewed research and practical articles including a plenary paper from our distinguished colleague Anu Laine. In addition, the proceedings include three workshop reports which likewise focused on the conference theme. As such, these proceedings provide an overview of different research approaches and methods in implementation research on problem solving in school settings which may help close the gap between research and practice, and consequently make a step forward toward making problem solving an integral part of school mathematics on a large-scale. Content PLENARY REPORT Anu Laine: How to promote learning in problem-solving? pp 3 – 18 This article is based on my plenary talk at the joint conference of ProMath and the GDM working group on problem-solving in 2018. The aim of this article is to consider teaching and learning problem-solving from different perspectives taking into account the connection between 1) teacher’s actions and pupils’ solutions and 2) teacher’s actions and pupils’ affective reactions. Safe and supportive emotional atmosphere is base for students’ learning and attitudes towards mathematics. Teacher has a central role both in constructing emotional atmosphere and in offering cognitive support that pupils need in order to reach higher-level solutions. Teachers need to use activating guidance, i.e., ask good questions based on pupils’ solutions. Balancing between too much and too little guidance is not easy. https://doi.org/10.37626/GA9783959871167.0.01 RESEARCH REPORTS AND ORAL COMMUNICATIONS Lukas Baumanns and Benjamin Rott: Is problem posing about posing “problems”? A terminological framework for researching problem posing and problem solving pp 21 – 31 In this literature review, we critically compare different problem-posing situations used in research studies. This review reveals that the term “problem posing” is used for many different situations that differ substantially from each other. For some situations, it is debatable whether they provoke a posing activity at all. For other situations, we propose a terminological differentiation between posing routine tasks and posing non-routine problems. To reinforce our terminological specification and to empirically verify our theoretical considerations, we conducted some task-based interviews with students. https://doi.org/10.37626/GA9783959871167.0.02 Kerstin Bräuning: Long-term study on the development of approaches for a combinatorial task pp 33 – 50 In a longitudinal research project over two years, we interviewed children up to 6 times individually to trace their developmental trajectories when they solve several times the same tasks from different mathematical areas. As a case study, I will present the combinatorial task and analyze how two children, a girl and a boy, over two years approached it. As a result of the case studies we can see that the analysis of the data product-oriented or process-oriented provides different results. It is also observable that the developmental trajectory of the girl is a more continuous learning process, which we cannot identify for the boy. https://doi.org/10.37626/GA9783959871167.0.03 Lars Burman: Developing students’ problem-solving skills using problem sequences: Student perspectives on collaborative work pp 51 – 59 Using problem solving in mathematics classrooms has been the object of research for several decades. However, it is still necessary to focus on the development of problem-solving skills, and in line with the recent PISA assessment, more attention is given to collaborative problem solving. This article addresses students’ collaborative work with problem sequences as a means to systematically develop students’ problem-solving skills. The article offers student perspectives on challenges concerning the social atmosphere, differentiation on teaching, and learning in cooperation. In spite of the challenges, the students’ experiences indicate that the use of problem sequences and group problem solving can be fruitful in mathematics education. https://doi.org/10.37626/GA9783959871167.0.04 Alex Friedlander: Learning algebraic procedures through problem solving pp 61 – 69 In this paper, I attempt to present several examples of tasks and some relevant findings that investigate the possibility of basing a part of the practice-oriented tasks on higher-level thinking skills, that are usually associated with processes of problem solving. The tasks presented and analysed here integrate problem solving-components – namely, reversed thinking, expressing and analysing patterns, and employing multiple solution methods, into the learning and practicing of algebraic procedures – such as creating equivalent expressions and solving equations. https://doi.org/10.37626/GA9783959871167.0.05 Thomas Gawlick and Gerrit Welzel: Backwards or forwards? Direction of working and success in problem solving pp 71 – 89 We pose ourselves the question: What can one infer from the direction of working when solvers work on the same task for a second time? This is discussed on the basis of 44 problem solving processes of the TIMSS task K10. A natural hypothesis is that working forwards can be taken as evidence that the task is recognized and a solution path is recalled. This can be confirmed by our analysis. A surprising observation is that when working backwards, pivotal for success is (in case of K10) to change to working forwards soon after reaching the barrier. https://doi.org/10.37626/GA9783959871167.0.06 Inga Gebel: Challenges in teaching problem solving: Presentation of a project in progress by using an extended tetrahedron model pp 91 – 109 In order to implement mathematical problem solving in class, it is necessary to consider many different dimensions: the students, the teacher, the theoretical demands and adequate methods and materials. In this paper, an implementation process is presented that considers the above dimensions as well as the research perspective by using an extended tetrahedron model as a structural framework. In concrete terms, the development and initial evaluation of a task format and a new teaching concept are presented that focus on differentiated problem-solving learning in primary school. The pilot results show initial tendencies towards possible core aspects that enable differentiated problem solving in mathematics teaching. https://doi.org/10.37626/GA9783959871167.0.07 Heike Hagelgans: Why does problem-oriented mathematics education not succeed in an eighth grade? An insight in an empirical study pp 111 – 119 Based on current research findings on the possibilities of integration of problem solving into mathematics teaching, the difficulties of pupils with problem solving tasks and of teachers to get started in problem solving, this article would like to show which concrete difficulties delayed the start of the implementation of a generally problem-oriented mathematics lesson in an eighth grade of a grammar school. The article briefly describes the research method of this qualitative study and identifies and discusses the difficulties of problem solving in the examined school class. In a next step, the results of this study are used to conceive a precise teaching concept for this specific class for the introduction into problem-oriented mathematics teaching. https://doi.org/10.37626/GA9783959871167.0.08 Zoltán Kovács and Eszter Kónya: Implementing problem solving in mathematics classes pp 121 – 128 There is little evidence of teachers are using challenging problems in their mathematics classes in Hungary. At the University of Debrecen and University of Nyíregyháza, we elaborated a professional development program for inservice teachers in order to help them implementing problem solving in their classes. The basis of our program is the teacher and researcher collaboration in the lessonplanning and evaluation. In this paper we report some preliminary findings concerning this program. https://doi.org/10.37626/GA9783959871167.0.09 Ana Kuzle: Campus school project as an example of cooperation between the University of Potsdam and schools pp 129 – 141 The “Campus School Project” is a part of the “Qualitätsoffensive Lehrerbildung” project, whose aim is to improve and implement new structures in the university teacher training by bringing all the essential protagonists, namely university stuff, preservice teachers, and in-service teachers – together, and having them work jointly on a common goal. The department of primary mathematics education at the University of Potsdam has been a part of the Campus School Project since 2017. Thus far several cooperations emerged focusing on different aspects of problem solving in primary education. Here, I give an overview of selected cooperations, and the first results with respect to problem-solving research in different school settings. https://doi.org/10.37626/GA9783959871167.0.10 Ioannis Papadopoulos and Aikaterini Diakidou: Does collaborative problem-solving matter in primary school? The issue of control actions pp 143 – 157 In this paper we follow three Grade 6 students trying to solve (at first individually, and then in a group) arithmetical and geometrical problems. The focus of the study is to identify and compare the various types of control actions taken during individual and collaborative problem-solving to show how the collective work enhances the range of the available control actions. At the same time the analysis of the findings give evidence about the impact of the collaborative problemsolving on the way the students can benefit in terms of aspects of social metacognition. https://doi.org/10.37626/GA9783959871167.0.11 Sarina Scharnberg: Adaptive teaching interventions in collaborative problem-solving processes pp 159 – 171 Even though there exists limited knowledge on how exactly students acquire problem-solving competences, researchers agree that adaptive teaching interventions have the potential to support students‘ autonomous problem-solving processes. However, most recent research aims at analyzing the characteristics of teaching interventions rather than the interventions’ effects on the students’ problem-solving process. The study in this paper addresses this research gap by focusing not only on the teaching interventions themselves, but also on the students’ collaborative problem-solving processes just before and just after the interventions. The aim of the study is to analyze the interventions‘ effect on the learners’ integrated problem-solving processes. https://doi.org/10.37626/GA9783959871167.0.12 Nina Sturm: Self-generated representations as heuristic tools for solving word problems pp 173 – 192 Solving non-routine word problems is a challenge for many primary school students. A training program was therefore developed to help third-grade students to find solutions to word problems by constructing external representations (e.g., sketches, tables) and to specifically use them. The objective was to find out whether the program positively influences students’ problemsolving success and problem-solving skills. The findings revealed significant differences between trained and untrained classes. Therefore, it can be assumed that self-generated representations are heuristic tools that help students solve word problems. This paper presents the results on the impact of the training program on the learning outcome of students. https://doi.org/10.37626/GA9783959871167.0.13 Kinga Szűcs: Problem solving teaching with hearing and hearing-impaired students pp 193 – 203 In the last decade the concept of inclusion has become more and more prevalent in mathematics education, especially in Germany. Accordingly, teachers in mathematics classrooms have to face a wide range of heterogeneity, which includes physical, sensory and mental disabilities. At the Friedrich-Schiller-University of Jena, within the framework of the project “Media in mathematics education” it is examined how new technologies can support teaching in inclusive mathematics classrooms. In the academic year 2017/18, the heterogeneity regarding hearing impairment was mainly focussed on. Based on a small case study with hearing and hearing-impaired students a problem-solving unit about tangent lines was worked out according to Pólya, which is presented in the paper. https://doi.org/10.37626/GA9783959871167.0.14 WORKSHOP REPORTS Ana Kuzle and Inga Gebel: Implementation research on problem solving in school settings: A workshop report 207 On the last day of the conference, we organized a 90-minute workshop. The workshop focused on the conference theme “Implementation research on problem solving in school settings”. Throughout the conference, the participants were invited to write down their questions and/or comments as a response to held presentations. https://doi.org/10.37626/GA9783959871167.0.15 Ana Kuzle, Inga Gebel and Anu Laine: Methodology in implementation research on problem solving in school settings pp 209 – 211 In this report, a summary is given on the contents of the workshop. In particular, the methodology and some ethical questions in implementation research on problem solving in school settings are discussed. The discussion showed how complex this theme is so that many additional questions emerged. https://doi.org/10.37626/GA9783959871167.0.16 Lukas Baumanns and Sarina Scharnberg: The role of protagonists in implementing research on problem solving in school practice pp 213 – 214 Based on seminal works of Pólya (1945) and Schoenfeld (1985), problem solving has become a major focus of mathematics education research. Even though there exists a variety of recent research on problem solving in schools, the research results do not have a direct impact on problem solving in school practice. Instead, a dissemination of research results by integrating different protagonists is necessary. Within our working group, the roles of three different protagonists involved in implementing research on problem solving in school practice were discussed, namely researchers, pre-service, and in-service teachers, by examining the following discussion question: To what extent do the different protagonists enable implementation of research findings on problem solving in school practice? https://doi.org/10.37626/GA9783959871167.0.17 Benjamin Rott and Ioannis Papadopoulos: The role of problem solving in school mathematics pp 215 – 217 In this report of a workshop held at the 2018 ProMath conference, a summary is given of the contents of the workshop. In particular, the role of problem solving in regular mathematics teaching was discussed (problem solving as a goal vs. as a method of teaching), with implications regarding the selection of problems, its implementation into (written) exams as well as teacher proficiency that is needed for implementing problem solving into mathematics teaching. https://doi.org/10.37626/GA9783959871167.0.18
Author : Stephen Krulik,Jesse A. Rudnick
Publisher : Allyn & Bacon
Page : 252 pages
File Size : 55,7 Mb
Release : 1980
Category : Education
ISBN : STANFORD:36105031532570
