Problem solving activities in a constructivist framework: exploring how students approach difficult problems

Yevdokimov, Oleksiy and Passmore, Tim (2008) Problem solving activities in a constructivist framework: exploring how students approach difficult problems. In: MERGA 31: Navigating Currents and Charting Directions, 28 Jun-1 Jul 2008, Brisbane, Australia.

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Abstract

The paper describes results of a teaching experiment with five high school (Year 10 and 11) students. Four qualitative characteristics were established: the first step of solution, main information extracted from the problem, generalisation from a problem and completion of solution. From these characteristics the corresponding quantitative indices were introduced and analysed. The structure of two of them, specific SFS and common SHP,are given in detail. Investigation of quantitative indices and their qualitative characteristics gives an opportunity to find out more about interrelations between different stages of the problem-solving process.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited with blanket permission of the MERGA President.
Depositing User: Dr Oleksiy Yevdokimov
Faculty / Department / School: Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited: 02 Oct 2009 05:31
Last Modified: 02 Jul 2013 23:17
Uncontrolled Keywords: high school students; problem solving; decision making; cognitive processes; mathematical concepts
Fields of Research (FOR2008): 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
13 Education > 1301 Education Systems > 130106 Secondary Education
Socio-Economic Objective (SEO2008): E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
URI: http://eprints.usq.edu.au/id/eprint/5180

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