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Greenberg, Mark T. "Solving Problems Through Social Problem Solving." Contemporary Psychology: A Journal of Reviews 33, no. 8 (August 1988): 700–702. http://dx.doi.org/10.1037/025898.
NORMAN, G. R. "Problem-solving skills, solving problems and problem-based learning." Medical Education 22, no. 4 (July 1988): 279–86. http://dx.doi.org/10.1111/j.1365-2923.1988.tb00754.x.
Flanders, Harley, and Loren C. Larson. "Problem-Solving through Problems." American Mathematical Monthly 92, no. 9 (November 1985): 676. http://dx.doi.org/10.2307/2323729.
Alexanderson, G. L., and Loren C. Larson. "Problem-Solving through Problems." College Mathematics Journal 16, no. 5 (November 1985): 432. http://dx.doi.org/10.2307/2687009.
Mikusa, Michael G. "Problem Solving: Is More Than Solving Problems." Mathematics Teaching in the Middle School 4, no. 1 (September 1998): 20–25. http://dx.doi.org/10.5951/mtms.4.1.0020.
The curriculum and evaluation Standards for School Mathematics (NCTM 1989) states that one of its five general goals is for all students to become mathematical problem solvers. It recommends that “to develop such abilities, students need to work on problems that may take hours, days, and even weeks to solve” (p. 6). Clearly the authors have not taught my students! When my students first encountered a mathematical problem, they believed that it could be solved simply because it was given to them in our mathematics class. They also “knew” that the technique or process for finding the solution to many problems was to apply a skill or procedure that had been recently taught in class. The goal for most of my students was simply to get an answer. If they ended up with the correct answer, great; if not, they knew that it was “my job” to show them the “proper” way to go about solving the problem.
Latheef, Mohamed Ghaisan. "Solving Symmetrical Travelling Salesman Problem." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (July 25, 2020): 2629–35. http://dx.doi.org/10.5373/jardcs/v12sp7/20202399.
Roesler, Rebecca A. "Toward Solving the Problem of Problem Solving." Journal of Music Teacher Education 26, no. 1 (July 24, 2016): 28–42. http://dx.doi.org/10.1177/1057083715602124.
Welsh, Kimberly D. "Individuals solving problems : the effects of problem solving strategies and problem solving technologies on generating solutions." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045625.
This experiment was designed to compare two problem solving strategies, brainstorming and the hierarchical technique, and two problem solving technologies, computer software and pencil and paper. The first purpose of this study was to explore what effects computer software and pencil and paper have on the facilitation of solutions for individual problem solvers. Subjects generated solutions by either recording ideas on a computer or by writing ideas down on paper. The second purpose of this study was to examine how individuals evaluate solutions they have generated.Specifically, we were looking for solution evaluations to differ according to which problem solving strategy subjects received training on, brainstorming or the hierarchical technique. Solutions were rated on overall quality, practicality, and originality on a scale ranging from 0 (being the lowest possible score) to 4 (being the highest possible score).Subjects who used a computer to record ideas generated significantly more solutions than those subjects recording ideas on paper. Subjects trained with the hierarchical technique generated ideas higher in quality than those trained with brainstorming. Subjects trained with brainstorming generated more original ideas than those trained with the hierarchical technique. Finally, subjects rating of practicality did not differ according to problem solving strategy. Department of Psychological Science
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Yuen, Gary. "Problem solving strategies students use when solving combinatorial problems." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/5535.
This research is a case study that examines the strategies that three grade 11 students use
to manoeuvre through a series of three combinatorial problems. Grade 11 students were chosen
as participants because they have had no formal training in solving this class of math problems.
Data includes video recordings of each participant’s problem solving sessions along with each
participant’s written work. Through analysis of this data, several themes related to problem
solving strategies were identified. First, students tend to rely on algebraic representation and
methods as they approach a problem. Second, students use the term “guess and check” to
describe any strategy where the steps to a solution are not clearly defined. Thirdly, as students
negotiate problems, they tend to search for patterns that will streamline their methods. Fourthly,
students approach complicated problems by breaking up the problem into smaller parts. Finally,
students who verify their work throughout the problems solving process tend to experience more
success than those who do not. From these findings, I suggest that mathematics teachers need to
ensure that they are not over-emphasizing algebraic strategies in the classroom. In addition,
students need to be given the opportunity to explore various solution strategies to a given
problem. Finally, students should be taught how to verify their work, and be encouraged to
perform this step throughout the problem solving process.
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Arant, Charles. "Kinetic Problem Solving." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6997.
Government leaders stand to benefit from improved program management capabilities within their organizations. Often, they are faced with crisis situations that require a rapid-fire, precise, effective problem solving process. Some of these programs are more severe or complex than others. With time and certainty of the solution as constraints, efficient program management supporting the Defense Acquisition Life Cycle remains an enigma for organizations at best and a hazard at worst.
Program management dealing with crisis problem solving, which is characterized by critical events and high cost, is a real-time process where requirements are identified and resolved to achieve a desired goal, with the path to the goal blocked by known or unknown obstacles. Program management that deals with crisis problem solving situations are plagued by several issues. The crisis situation is likely one not previously encountered; therefore, solutions from past experiences cannot be drawn upon to solve the problem (Heichal, 1992). An individual not experienced or trained often feels the situation is too complex, information is incomplete, time is short, and failure consequences are extreme (Hockey, 1986). Managers who face these dilemmas must have responsive, failure-proof processes in place.
This dissertation explores program management as it deals with problem solving processes in time-critical contexts, including task consolidation and resource selection, with the critical objective of improving crisis event management. The intent is to focus on processes that can be improved in crisis problem solving, specifically time needed to execute current problem solving processes, and introduce a kinetic problem solving approach to increase the momentum of implementing the solutions during crisis situations. This flexibility is facilitated by the researcher’s genuine desire to improve the organizational situation (rather than merely study it) and a client’s willingness to share the details of how they will use the technology and lessons learned.
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Bokun, I. "Interactive Problem Solving." Thesis, Видавництво Дніпропетровського університетуту, 2004. http://essuir.sumdu.edu.ua/handle/123456789/62589.
Ege, Ozalkan Bilgen. "The Effects Of Problem Solving On The Topic Of Functions On Problem Solving Performance, Attitude Toward Problem Solving And Mathematics." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611945/index.pdf.
The purpose of the study was to investigate the effect of Problem Solving Method on 9th grade students& #8223 problem solving performance and attitudes toward mathematics and problem solving. This study was done in 2007-2008 academic year, in a private high school in Ankara. In the present study the experimental-control group pre-test post-test research design was used.
The study was done with 67 students of the private high school. Experimental group was instructed with Problem Solving Method and control group was instructed with Traditional Method. The treatment was given for seven weeks, 21 lesson hours.
Problem Solving Performance Test, Problem Solving Attitude Scale and Mathematics Attitude Scale were administered as a pre test and a post test.
Independent samples t-test was used to examine the hypotheses of the present study. The results revealed that there were no statistically significant mean differences between experimental group and control group related to gained scores of understanding the problem, making a plan and carrying out the plan steps in Problem Solving Performance Test and Mathematics Attitude Scale. However, there was a statistically mean difference between these groups with respect to gained scores of Problem Solving Attitude Scale.
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Blick, Neil. "The effects of a problem-solving program on adolescent's problem-solving skills." Thesis, The Author [Mt. Helen, Vic.] :, 2000. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/41291.
The purpose of the study was to examine the effect of a group training program, based on cognitive behavioural theory and techniques, on the problem-solving skills of adolescents. Evidence of a link between suicidal ideation (engaging in suicidal thinking) and reported deficits in social problem-solving or coping competence levels in adolescents is an area of investigation that offers some hope for suicide primary prevention programs. The study tried to determine if teaching social problem solving skills in a school would better equip adolescents with coping with problematic situations. The work of Hawton (1997) Hawton and Kirk (1989), Lerner and Clum (1990) and McLeavey, Daly, Ludgate and Murray (1994) formed the basis of the training program design. The emphasis was on general problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing problem-solving skills rather on a participant’s specific current problems. Included was training in listening skills, assistance in developing appropriate problem-solving behaviours and role simulation through the use of structured video case scenarios. Seventy four male and female year 10 secondary school students were subjects in the study. They were randomly divided into two, approximately equal, groups. Thirty six subjects established the control group and the remaining thirty eight constituted the experimental group. The findings indicated that students exposed to the problem solving training program did not have significantly higher problem-solving ability, as measured by the Problem Solving Inventory (PSI) than those who were not exposed to the training. However, females in the experimental group were significantly more likely to make conscious decisions about when they would approach or avoid a problem when compared to control group females. It is suggested that the adaptation of training, designed for suicidal clients, needs to be explored further for application to Year 10 students in the general population. More research is needed into ways to provide school based preventative training programs that will assist in the development of coping skills. Master of Health Science (Health Promotion)
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Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.
Golightly, David. "Manipulation supported problem solving." Thesis, University of Nottingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298076.
The present thesis is made up by three articles and in all of these the mathematics curriculum for upper secondary school in Sweden is analysed. The main focus is the citizen and citizenship and the point of departure is problem solving as a competence. Besides an investigation of the connection between citizenship and the curricu- lum or the role the citizen have in the curriculum, questions about what tensions appear when problem solving is recontextualised in- to the curriculum are posed. Following an international trend in (mathematics) education, the mathematics curriculum in Sweden stresses demands made on the students and citizens instead of rights that the students or citizens have. Demands that everyone must become problem-solving citizens. By the use of Bernstein’s theories about the pedagogic device and his division of different knowledge forms into a vertical and a horizontal discourse, I inves- tigate possible effects of these demands. Despite intentions that all should be included, I show that there is a risk for exclusion instead. Bernstein suggested that school reproduces social inequity. In this thesis I discuss how this is done in the curriculum. My conclusion points at a risk of segregation and exclusion of lower socio- economic groups from influence, power and control. Furthermore, the reproduction of social inequity is build more solidly into the system with the new curriculum as although it is unclear whether the purpose of the changes to the curriculum was really to divide groups and exclude some from power.
Robertson, S. Ian. Problem Solving. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Psychology Press, 2016. http://dx.doi.org/10.4324/9781315712796.
Smith Sockbeson, Caitlin, and Barbara Ritter. Problem Solving. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2021. http://dx.doi.org/10.4135/9781071859841.
Chatfield, Christopher. "Correlation and regression." In Problem Solving, 117–25. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-3017-0_16.
Тези доповідей конференцій з теми "Problem solving":
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Souls, Kevin. "Advanced problem solving." In ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/259081.259320.
Dawkins, Hillary, George Chapman-Brown, and Judi McCuaig. "Problem Solving Workshop." In WCCCE '19: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314994.3325078.
Tausczik, Yla R., Aniket Kittur, and Robert E. Kraut. "Collaborative problem solving." In CSCW'14: Computer Supported Cooperative Work. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2531602.2531690.
Nickerson, Jeffrey V., Thomas W. Malone, Gary M. Olson, and Kevin Crowston. "Collective Problem Solving." In CSCW '15: Computer Supported Cooperative Work and Social Computing. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2685553.2699338.
Cheng, Mantis, Erin Delisle, Alejandro Erickson, Sudhakar Ganti, Fieran Mason, Nicholas Vining, and Sue Whitesides. "Collaborative problem solving." In the 15th Western Canadian Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1806512.1806535.
L'Heureux, Jaime, Deborah Boisvert, Robert Cohen, and Kamaljeet Sanghera. "IT problem solving." In the 13th annual conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2380552.2380606.
Paul, Ray J., and Jasna Kuljis. "Problem solving, model solving, or what?" In 2010 Winter Simulation Conference - (WSC 2010). IEEE, 2010. http://dx.doi.org/10.1109/wsc.2010.5679150.
Song, Min Hae, Jung Ae Park, and Jooyong Park. "Measuring Collaborative Problem Solving Capability in Creative Problem Solving Situation." In GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3369884.
Nurdyansyah, Mr, Siti Masitoh, and Bachtiar Bachri. "Problem Solving Model with Integration Pattern: Student's Problem Solving Capability." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.67.
Problem-solving courts (PSC) are a problem-solving approach targeting the complex needs of individuals within the criminal or family justice systems. Over the last 20 years, PSC have been introduced into the UK to address the personal, social and structural factors underlying behavioural issues that often contribute to re-offending. In June 2023, the Ministry of Justice launched three courts with problem-solving components referred to as Intensive Supervision Courts (ISC). Focusing on rehabilitative outcomes, PSC combine intervention programmes with judicial oversight through regular reviews. By placing judges and magistrates at the centre of rehabilitation, PSC target individuals or families with complex needs, who might not benefit from standard court proceedings and supervision, with an aim to improve long-term life outcomes. This POSTnote provides an overview of PSC in England and Wales. It outlines different PSC and courts with PSC elements that operate within adult criminal courts, family courts and youth courts across England and Wales, drawing data from case studies in the UK and, where relevant, internationally. It also discusses potential challenges to fully implement PSC and their approaches as well as opportunities for more effective implementation of PSC across England and Wales. Key points Key elements of PSC include intensive intervention programmes, that seek to address underlying social and health issues through regular judicial monitoring and cross-governmental collaborative efforts. Several ongoing PSC and courts with PSC elements operate within adult criminal courts, family courts and youth courts across England and Wales. Although there is a substantial international evidence base, there seems to be limited evidence about the effectiveness of PSC in the UK due to inconsistent implementation and evaluation. Challenges to PSC implementation can include costs, lack of funding, limited evidence, procedural issues and lack of widespread judicial engagement. Opportunities for effective PSC implementation include use of existing resources, multi-agency partnerships, advocating for specialist services and a change in culture within the judiciary.
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Franklin, R., and L. Harmon. Heuristics for Cooperative Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, February 1989. http://dx.doi.org/10.21236/ada206371.
Wilkins, David E. Research on Problem-Solving Systems. Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada195154.
Gudivada, V. N., and R. Loganantharaj. Temporal Reasoning and Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada248457.
Stewart, Steven R., and Donna C. Angle. Correlates of Creative Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada258720.
Shoham, Yoav. Intelligent Real-time Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada264830.
Wilkins, David E. Research on Problem-Solving Systems. Fort Belvoir, VA: Defense Technical Information Center, October 1985. http://dx.doi.org/10.21236/ada162095.
Wilkins, David E. Research on Problem-Solving Systems. Fort Belvoir, VA: Defense Technical Information Center, October 1986. http://dx.doi.org/10.21236/ada174940.
Kaplan, Craig A., and Janet Davidson. Incubation Effects in Problem Solving. Fort Belvoir, VA: Defense Technical Information Center, December 1988. http://dx.doi.org/10.21236/ada219149.
