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Journal articles on the topic 'Visual problem solving'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

Beveridge, M., and E. Parkins. "Visual representation in analogical problem solving." Memory & Cognition 15, no. 3 (1987): 230–37. http://dx.doi.org/10.3758/bf03197721.

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2

Campbell, K. Jennifer, Kevin F. Collis, and Jane M. Watson. "Visual processing during mathematical problem solving." Educational Studies in Mathematics 28, no. 2 (1995): 177–94. http://dx.doi.org/10.1007/bf01295792.

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3

Davies, Jim, Nancy J. Nersessian, and Ashok K. Goel. "Visual Models in Analogical Problem Solving." Foundations of Science 10, no. 1 (2005): 133–52. http://dx.doi.org/10.1007/s10699-005-3009-2.

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4

Ruliani, Iva Desi, Nizaruddin Nizaruddin, and Yanuar Hery Murtianto. "Profile Analysis of Mathematical Problem Solving Abilities with Krulik & Rudnick Stages Judging from Medium Visual Representation." JIPM (Jurnal Ilmiah Pendidikan Matematika) 7, no. 1 (2018): 22. http://dx.doi.org/10.25273/jipm.v7i1.2123.

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The ability to solve mathematical problems is very important in learning math and everyday life. According to Krulik &amp; Rudnick there are 5 stages of problem solving that is Read, Explore, Select A Strategy, Solve And Look Back. Mathematical problems require multiple representational skills to communicate problems, one of which is visual representation. Trigonometry is one of the materials that uses visual representation. This research is a qualitative descriptive research that aims to describe the ability of problem solving mathematics with Krulik &amp; Rudnick stages in terms of v

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5

Polivanova, N. I. "Visual Image Regulation in Joint Problem-solving." Soviet Psychology 28, no. 5 (1990): 54–68. http://dx.doi.org/10.2753/rpo1061-0405280554.

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6

Lovett, Andrew, and Kenneth Forbus. "Modeling visual problem solving as analogical reasoning." Psychological Review 124, no. 1 (2017): 60–90. http://dx.doi.org/10.1037/rev0000039.

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7

GOLDSCHMIDT, GABRIELA. "SERIAL SKETCHING: VISUAL PROBLEM SOLVING IN DESIGNING." Cybernetics and Systems 23, no. 2 (1992): 191–219. http://dx.doi.org/10.1080/01969729208927457.

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8

Hortin, John A., Robert L. Ohlsen, and Barbara S. Newhouse. "Research for Teachers on Visual Thinking to Solve Verbal Problems." Journal of Educational Technology Systems 13, no. 4 (1985): 299–303. http://dx.doi.org/10.2190/hj8h-fyv6-2a0g-p8h2.

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If graduate students are given training in visual thinking, they will be able to use visual thinking for solving verbal problems. One hundred thirty-three graduate students participated in this study to determine whether students could be taught how to use images of the mind for problem solving. Two important activities were stressed: 1) imagery for problem solving and 2) the active participation from students. The authors believe that their study shows the importance of allowing students to use imagery in the problem solving process.

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9

Sholihah, Ummu, and Maryono Maryono. "Students’ visual thinking ability in solving the integral problem." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 2 (2020): 175–86. http://dx.doi.org/10.23917/jramathedu.v5i2.10286.

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Visual thinking plays an essential role in solving problems and in learning mathematics. Many students do not understand how to graphically or geometrically represent problems and solve algebra problems. Visual thinking is the ability, process, and results of creating, interpreting, using, and imagining images and diagrams on paper or with technological tools, describing and communicating information and ideas, developing ideas, and understanding improvement. This research describes students’ visual thinking ability to solve integral problems. The approach used in this study was descriptive qu

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10

Beveridge, M., and E. Parkins. "Erratum to: Visual representation in analogical problem solving." Memory & Cognition 15, no. 5 (1987): 461. http://dx.doi.org/10.3758/bf03197736.

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11

Darmadi, Sanusi, E. Wihardjo, Karim, Suprianto, and S. Prayitno. "Male students’ visual reasoning in solving mathematical problem." Journal of Physics: Conference Series 1538 (May 2020): 012086. http://dx.doi.org/10.1088/1742-6596/1538/1/012086.

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12

Wichert, Andreas, João Dias Pereira, and Paulo Carreira. "Visual search light model for mental problem solving." Neurocomputing 71, no. 13-15 (2008): 2806–22. http://dx.doi.org/10.1016/j.neucom.2007.08.019.

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13

Scott, John. "Visual representations in problem solving and decision-making." International Journal of Management and Decision Making 9, no. 3 (2008): 266. http://dx.doi.org/10.1504/ijmdm.2008.017409.

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14

Widodo, S. A., Darhim, and T. Ikhwanudin. "Improving mathematical problem solving skills through visual media." Journal of Physics: Conference Series 948 (January 2018): 012004. http://dx.doi.org/10.1088/1742-6596/948/1/012004.

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15

Hatzi, Ourania, Dimitris Vrakas, Nick Bassiliades, Dimosthenis Anagnostopoulos, and Ioannis Vlahavas. "A visual programming system for automated problem solving." Expert Systems with Applications 37, no. 6 (2010): 4611–25. http://dx.doi.org/10.1016/j.eswa.2009.12.047.

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16

Englard, Lisa. "Raise the bar on problem solving." Teaching Children Mathematics 17, no. 3 (2010): 156–63. http://dx.doi.org/10.5951/tcm.17.3.0156.

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17

Bennett, Albert B., and Eugene Maier. "A Visual Approach to Solving Mixture Problems." Mathematics Teacher 89, no. 2 (1996): 108–11. http://dx.doi.org/10.5951/mt.89.2.0108.

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In the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), the 9–12 standards call for a shift from a curriculum dominated by memorization of isolated facts and procedures to one that emphasizes conceptual understandings, multiple representations and connections, mathematical modeling, and mathematical problem solving. One approach that affords opportunities for achieving these objectives is the use of diagrams and drawings. The familiar saying “A picture is worth a thousand words” could well be modified for mathematics to “A picture is worth a thousand numbers.” As an exam

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18

Casakin, Hernan P., and Gabriela Goldschmidt. "Reasoning by Visual Analogy in Design Problem-Solving: The Role of Guidance." Environment and Planning B: Planning and Design 27, no. 1 (2000): 105–19. http://dx.doi.org/10.1068/b2565.

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The use of analogy, including visual analogy, is a powerful problem-solving strategy that can help explain new problems in terms of familiar ones. There is evidence that problem-solvers have difficulty in making spontaneous use of this strategy, despite its proven effectiveness. However, guidance to use it greatly increases accessibility to analogy in problem-solving. In the design domain, evidence of the use of analogy has hitherto been mostly anecdotal. Our goal in this paper is to show through empirical data that analogy can be effective in facilitating design problem-solving, especially wh

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19

Shaw, Emily J., Edwin C. Selby, and John C. Houtz. "Problem Solving Style and Beliefs about Teaching, Learning, and Problem Solving." Creativity Research Journal 21, no. 4 (2009): 394–99. http://dx.doi.org/10.1080/10400410903359798.

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20

Proboretno, Setyaning, and Pradnyo Wijayanti. "Representasi Matematis Siswa SMP dalam Meyelesaikan Masalah Segiempat Ditinjau dari Perbedaan Jenis Kelamin." MATHEdunesa 8, no. 3 (2019): 472–76. http://dx.doi.org/10.26740/mathedunesa.v8n3.p472-476.

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Mathematical representation has an important role to help students understand and solve quadrilateral problems in mathematics learning. Students will use different forms of mathematical representation to solve a quadrilateral problem. This allows that the form of mathematical representation used by male and female students is different. The purpose of this study was to describe the mathematical representation of male and female junior high school students in solving quadrilateral problems. This research is classified into descriptive qualitative research using test and interview methods. The r

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21

van Meeuwen, Ludo W., Halszka Jarodzka, Saskia Brand-Gruwel, Paul A. Kirschner, Jeano J. P. R. de Bock, and Jeroen J. G. van Merriënboer. "Identification of effective visual problem solving strategies in a complex visual domain." Learning and Instruction 32 (August 2014): 10–21. http://dx.doi.org/10.1016/j.learninstruc.2014.01.004.

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22

Minassian, A., and W. Perry. "Visual scanning and complex problem solving deficits in schizophrenia." Schizophrenia Research 60, no. 1 (2003): 267–68. http://dx.doi.org/10.1016/s0920-9964(03)80416-4.

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23

Xia, Meng, Min Xu, Chuan‐en Lin, Ta Ying Cheng, Huamin Qu, and Xiaojuan Ma. "SeqDynamics: Visual Analytics for Evaluating Online Problem‐solving Dynamics." Computer Graphics Forum 39, no. 3 (2020): 511–22. http://dx.doi.org/10.1111/cgf.13998.

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24

Haataja, Eeva, Enrique Garcia Moreno-Esteva, Visajaani Salonen, Anu Laine, Miika Toivanen, and Markku S. Hannula. "Teacher's visual attention when scaffolding collaborative mathematical problem solving." Teaching and Teacher Education 86 (November 2019): 102877. http://dx.doi.org/10.1016/j.tate.2019.102877.

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25

Bennett, Jack A., and James F. Strickland. "Pizzas and Problem Solving: Using Visual Representations in Mathematics." Middle School Journal 21, no. 4 (1990): 10–13. http://dx.doi.org/10.1080/00940771.1990.11495076.

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26

Hegarty, Mary, and Maria Kozhevnikov. "Types of visual–spatial representations and mathematical problem solving." Journal of Educational Psychology 91, no. 4 (1999): 684–89. http://dx.doi.org/10.1037/0022-0663.91.4.684.

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27

Mustafar, Faiz, Michael A. Harvey, Abbas Khani, József Arató, and Gregor Rainer. "Divergent Solutions to Visual Problem Solving across Mammalian Species." eneuro 5, no. 4 (2018): ENEURO.0167–18.2018. http://dx.doi.org/10.1523/eneuro.0167-18.2018.

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28

Cybulski, Jacob L., Susan Keller, Lemai Nguyen, and Dilal Saundage. "Creative problem solving in digital space using visual analytics." Computers in Human Behavior 42 (January 2015): 20–35. http://dx.doi.org/10.1016/j.chb.2013.10.061.

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29

Crowley, Rebecca S., and Olga Medvedeva. "An intelligent tutoring system for visual classification problem solving." Artificial Intelligence in Medicine 36, no. 1 (2006): 85–117. http://dx.doi.org/10.1016/j.artmed.2005.01.005.

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30

Arsalidou, Marie, Vinod Goel, and Juan Pascual-Leone. "Neural correlates of visual problem solving and task demand." Brain and Cognition 67 (June 2008): 12. http://dx.doi.org/10.1016/j.bandc.2008.02.016.

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31

Miller, Laurie A., and Lynette J. Tippett. "Effects of focal brain lesions on visual problem-solving." Neuropsychologia 34, no. 5 (1996): 387–98. http://dx.doi.org/10.1016/0028-3932(95)00116-6.

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32

Triutami, Tabita Wahyu, Uun Hariyanti, Dwi Novitasari, Ratna Yulis Tyaningsih, and Junaidi Junaidi. "High Visual-Spatial Intelligence Students’ Creativity in Solving PISA Problems." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (2021): 36. http://dx.doi.org/10.31764/jtam.v5i1.3280.

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Creativity is very necessary for learning mathematics, especially when solving geometry problems. This research aims to describe 4th year mathematics education students’ creativity in solving geometry problems. Creativity in this research is focused on fluency, flexibility, and originality of student anwer when solving geometry problems. This research is an explorative descriptive research through a qualitative approach. The participants were 7 fourth year mathematics education students of state University in Mataram, who have a high level of visual-spatial intelligence. The data was collected

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33

Pratama, A. R., D. R. S. Saputro, and Riyadi. "Problem solving of student with visual impairment related to mathematical literacy problem." Journal of Physics: Conference Series 1008 (April 2018): 012068. http://dx.doi.org/10.1088/1742-6596/1008/1/012068.

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34

Febriyanti, Hesti, and Heni Pujiastuti. "Analisis Pemecahan Masalah Siswa Ditinjau dari Gaya Belajar." JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan 6, no. 1 (2020): 50–65. http://dx.doi.org/10.33222/jumlahku.v6i1.947.

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Abstrak Penelitian ini bertujuan untuk mengetahui pemecahan masalah dari masing-masing gaya belajar yang berbeda. Penelitian ini termasuk dalam penelitian deskriptif-kualitatif. Popuasi yang diambil dalam penelitian ini adalah siswa SMPN 1 Kibin tahun ajaran 2019/2020. Teknik pengambilan sampel penelitian menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini berupa kuesioner, tes, wawancara, dan peneliti. Data mengenai menganalisis pemecahan masalah diambil dari kuesioner dan tes. Hasilnya didapat gaya belajar visual mendominasi. Kemudian 1 siswa dari

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35

Dou, Wenwen, Caroline Ziemkiewicz, Lane Harrison, et al. "Toward a deeper understanding of the relationship between interaction constraints and visual isomorphs." Information Visualization 11, no. 3 (2012): 222–36. http://dx.doi.org/10.1177/1473871611433712.

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Interaction and manual manipulation have been shown in cognitive science literature to play a critical role in problem solving. Given different types of interactions or constraints on interactions, a problem can appear to have different degrees of difficulty. While this relationship between interaction and problem solving has been well studied in the cognitive science literatures, the visual analytics community has yet to exploit this understanding for analytical problem solving. In this paper, we hypothesize that constraints on interactions and constraints encoded in visual representations ca

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36

Inastuti, I. Gusti Ayu Sinta, Sri Subarinah, Eka Kurniawan, and Amrullah Amrullah. "Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar." Griya Journal of Mathematics Education and Application 1, no. 1 (2021): 66–80. http://dx.doi.org/10.29303/griya.v1i1.4.

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The purpose of this study was to determine eighth grade student problem-solving ability on number pattern material. This study was held academic year focused on assessing students learning styles. The methods used in this study were questionnaires, tests, and interviews. The results showed that class VIII students consisted of 26 students had visual learning styles, 24 students had auditory styles and 16 students had kinesthetic styles. Subjects taken in this study were 2 students from each learning style, then the subject was given a test to describe the number pattern material and conducted

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37

Pratiwi, Maulidna Wahyu, and Rooselyna Ekawati. "Students’ Open-Ended Problem Solving Strategy Based on Visual-spatial and Logical-mathematical Intelligence." MATHEdunesa 8, no. 3 (2019): 507–11. http://dx.doi.org/10.26740/mathedunesa.v8n3.p507-511.

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Problem solving and intelligence are connected each other. Every student has their own different intelligence. Intelligence affect students’ problem solving strategy. This research aimed at describing the strategy of geometry open-ended problem solving of visual-spatial and logical-mathematical student. This research includes as descriptive research with qualitative approach. The research subjects consists of two students which are one student with visual-spatial and one student with logical-mathematical intelligence. The result shows that student of visual-spatial can understand and solve the

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38

Diamond, Lindsay L. "Problem Solving Using Visual Support for Young Children With Autism." Intervention in School and Clinic 54, no. 2 (2018): 106–10. http://dx.doi.org/10.1177/1053451218765234.

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Children with autism spectrum disorder may experience different levels of social and behavior deficits in the early elementary years. Behavioral deficits may impact the development of appropriate interpersonal problem-solving skills and peer acceptance, supporting the need for instructional support. This column discusses the implementation of a visual support poster to facilitate the development of problem-solving skills during social and academic instruction for young children with autism.

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39

S, Syaharuddin. "DESCRIPTION OF STUDENTS’ MATHEMATICS PROBLEM SOLVING RELATION IN CONCEPTS UNDERSTANDNG FROM EVALUATED LEARNING STYLES AT CLASS VIII SMPN 4 BINAMU JENEPONTO DISTRICT." Celebes Education Review 1, no. 1 (2019): 12–18. http://dx.doi.org/10.37541/cer.v1i1.87.

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The research is descriptive quantitative-qualitative approach. Quantitative approach used in analyzing how the relationship between problem-solving skills with students' understanding of the concept. While the qualitative approach used in describing how the problem-solving skills class VIII SMP Negeri 4 Binamu Jeneponto in relation to understanding the concept in terms of learning styles. This study, data were collected through the initial observation, the provision of learning styles questionnaire, test understanding of concepts, and problem-solving ability tests and structured interviews. Da

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40

Kim, So Hee, Kwangho Lee, and Mi Young Ku. "The Fourth Graders' Visual Representation in Mathematics Problem Solving Process." Education of Primary School Mathematics 16, no. 3 (2013): 285–301. http://dx.doi.org/10.7468/jksmec.2013.16.3.285.

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41

Siegle, Del. "Developing Student Programming and Problem-Solving Skills with Visual Basic." Gifted Child Today 32, no. 4 (2009): 24–29. http://dx.doi.org/10.1177/107621750903200408.

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42

Korhonen, Pekka J., and Jukka Laakso. "A visual interactive method for solving the multiple criteria problem." European Journal of Operational Research 24, no. 2 (1986): 277–87. http://dx.doi.org/10.1016/0377-2217(86)90050-0.

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43

Root, Jenny R., Sarah K. Cox, and Stephanie Gonzalez. "Using Modified Schema-Based Instruction with Technology-Based Supports to Teach Data Analysis." Research and Practice for Persons with Severe Disabilities 44, no. 1 (2019): 53–68. http://dx.doi.org/10.1177/1540796919833915.

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Data analysis inherently requires problem solving, yet it is the most understudied mathematical skill for individuals with extensive support needs. The current study taught elementary students with extensive support needs (i.e., autism and intellectual disability) to solve math word problems requiring analysis of scaled pictographs through modified schema-based instruction on an iPad. Results of the single-case multiple probe across participants design found a functional relation between the iPad-based math intervention and math problem solving, with a large effect size (Tau-U = .96) confirmin

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44

Jamhari, Muhammad, Syarifuddin Syarifuddin, and Herbert Sipahutar. "THE EFFECTS OF VISUAL MAPPING AND SCIENCE-RELATED ATTITUDES ON STUDENTS’ CRITICAL THINKING AND PROBLEM SOLVING SKILLS." BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan 8, no. 2 (2021): 146. http://dx.doi.org/10.22373/biotik.v8i2.8060.

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The aims of this study were to find out: (1) the effects of visual mapping on students’ critical thinking skills, (2) the effects of science-related attitudes on students’ critical thinking skills, (3) the interactions between visual mapping and science-related attitudes on students’ critical thinking skills, (4) the effects of visual mapping on students’ problem solving skills, (5) the effects of science-related attitudes on students’ problem solving skills, and (6) the interactions between visual mapping and science-related attitudes on students’ problem solving skills. This study was conduc

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45

Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.

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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research

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46

Putra, Army Al Islami Ali, Nonoh Siti Aminah, and Ahmad Marzuki. "Analysis of Students’ Multiple representation-based Problem - solving Skills." Journal of Educational Science and Technology (EST) 6, no. 1 (2020): 99. http://dx.doi.org/10.26858/est.v6i1.11196.

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This study aims to analyze the profile of students’ problem - solving skills based on multiple representation in senior high school. Problem - solving skills in solving multiple representation are very important in learning Physics. The subjects of this study were 101 students of class XII MAN 1 Ngawi. The method used in this research was quantitative descriptive method. Indicators of the problem - solving abilities that were used included approaches, visuals, applications, and procedures. The types of representation in this research instrument were verbal, figures, graphic and mathematic. The

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47

Segal, Eliaz. "Incubation in Insight Problem Solving." Creativity Research Journal 16, no. 1 (2004): 141–48. http://dx.doi.org/10.1207/s15326934crj1601_13.

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48

Csikszentmihalyi, Mihaly. "On Runco's Problem Finding, Problem Solving, and Creativity." Creativity Research Journal 9, no. 2 (1996): 267–68. http://dx.doi.org/10.1207/s15326934crj0902&3_11.

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49

Shambaugh, Neal. "Future Design: Impossible Problem Solving by Novices." Design Principles and Practices: An International Journal—Annual Review 2, no. 3 (2008): 13–20. http://dx.doi.org/10.18848/1833-1874/cgp/v02i03/37562.

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50

Chubaievskyi, Vitaliy Ivanovich, Katerina Alekseevna Palahuta, and Alona Mykolayivna Desiako. "TECHNOLOGIES OF MULTILEVEL STRUCTURES MODELLING ON THE EXAMPLE OF THE PROBLEM OF COMPLETING PRODUCTS." SCIENTIFIC BULLETIN OF POLISSIA, no. 2(18) (2019): 6–14. http://dx.doi.org/10.25140/2410-9576-2019-2(18)-6-14.

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Urgency of the research. One of the typical tasks encountered in the de-signing of intelligent systems is modelling of the multilevel structures for solving various applied problems. Target setting. Consideration the possibilities of the language of artificial intelligence Visual Prolog for the implementation of recursive technology-based on the example of solving a multi-level task of product configuration. Actual scientific researches and issues analysis. Such scientists as Biletsky O. B., Lytvyn V. V., Chery S., Gottlob G., Luger G. F., Russell G.F. made significant contribution to the deve

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