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Article
Publication date: 23 August 2022

Juncal Goñi-Cervera, María Cristina Martínez Romillo and Irene Polo-Blanco

This paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in…

Abstract

Purpose

This paper aims to study the strategies used by ten students diagnosed with autism when solving multiplication and division problems because these operations are rarely studied in students with this condition.

Design/methodology/approach

This study conducted an exploratory study with ten students diagnosed with autism to explore and describe the strategies used in solving equal group problems. The authors also describe in detail the case of a student whom the authors deem to be representative because of the reasoning the student employed.

Findings

The informal strategies that they used are described, as well as the difficulties observed in the various problems, depending on the operation required to solve them. The strategies used include direct modeling with counting and others that relied on incorrect additive relationships, with strategies based on multiplication and division operations being scarce. Difficulties were observed in several problems, with measurement division being particularly challenging for the study participants.

Practical implications

The detailed description of the strategies used by the students revealed the meanings that they associate with the operations they are executing and brought to light potential difficulties, which can help teachers plan their instruction.

Originality/value

This research supplements other studies focusing on mathematical problem-solving with autistic students.

Details

Advances in Autism, vol. 9 no. 1
Type: Research Article
ISSN: 2056-3868

Keywords

Article
Publication date: 5 October 2020

Wahyudi Wahyudi, Stevanus Budi Waluya, Hardi Suyitno and Isnarto Isnarto

This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model.

Abstract

Purpose

This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model.

Design/methodology/approach

This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis.

Findings

The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives.

Research limitations/implications

Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further.

Practical implications

The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources.

Originality/value

3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

Details

International Journal of Sustainability in Higher Education, vol. 22 no. 1
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 12 February 2019

Sommay Shingphachanh

The purpose of this paper is to comprehensively explore the current situation of lesson study (LS) implementation and practice among Mathematics Teacher Educators (MTEs) in…

Abstract

Purpose

The purpose of this paper is to comprehensively explore the current situation of lesson study (LS) implementation and practice among Mathematics Teacher Educators (MTEs) in Teacher Training Colleges (TTCs) across the country in Laos. Moreover, the study investigates MTEs’ professional learning through LS experience, the difficulties they encountered during practicing LS and their urgent needs to deepen their comprehension in the context of LS.

Design/methodology/approach

Data were collected through semi-structured interview with 45 MTEs from 7 TTCs in February/March 2018 (seven weeks). The study also collected 14 LS reports, 7 LS posters from the respondents and observed one cycle of LS practice in 2 TTCs. The data were systematically analyzed using inductive category formation through the procedure of transcribing and reading the transcription, thematic coding and categorizing and interpreting the meaning of thematic ideas (Mayring, 2015; Merriam, 2009). Licensed software MAXQDA 10 was used for this qualitative study.

Findings

The study argued based on LS practice in LS model 1 and model 2. MTEs that followed LS model 1 practiced LS in a superficial aspect and quantitatively relied upon the results from the checklists. They majorly satisfied the immediate measurement of teacher teaching’s behavior and student learning’s behavior. Frequently, time constraints, writing LS reports and collaboration were the great challenges. In contrast, MTEs that followed LS model 2 practiced LS in order to deepen understanding of students’ mathematical thinking. Although LS helped them by adjusting appropriate learning task, they encountered difficulty to innovate it effectively. LS also helped them in offering students’ autonomy to explore mathematical ideas, but they failed to understand the values of utilizing students’ mathematical ideas.

Research limitations/implications

The findings from this study are beneficial for LS practice in the country and similar LS initiatives to find a measure to enhance the effectiveness of LS in schools and TTCs. The study suggested providing clear details of each step, the essential aspect and the core concept of LS to MTEs for successful transposition of LS to a non-Japanese context. Providing LS advisors who have had great experience in conducting LS not just high teaching or working experience only is highly recommended. This study has a limitation in observing LS practices from all seven TTCs.

Originality/value

Ministry of Education and Sports (MoES) recognizes the significance of implementing LS in TTCs to enhance the quality of teaching-learning, though the progress of LS in those TTCs has not yet been addressed. Current situation of LS revealed in this study is valuable for similar initiatives, MoES and Japan International Cooperation Agency to make an effort in order to move LS forward.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 29 June 2016

Paul J. Riccomini, Jiwon Hwang and Stephanie Morano

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving

Abstract

While deficits for students with learning disabilities (LD) are prevalent in almost all aspects of mathematics, difficulty in the application and understanding of problem-solving tasks are much more challenging to remediate than computational and procedural skills. Given the complexities involved in authentic problem-solving activities emphasized in current mathematics standards and the inherent challenges presented to students with LD, the importance of using strategies and techniques guided by evidence-based practices is paramount. Yet, ineffective instructional strategies for problem solving are still widespread in both mathematics curricula and available teacher resources. In this chapter, we provide a description of a commonly used ineffective problem-solving strategy (i.e., the keyword strategy), an overview of the keyword research, and an explanation for its ineffectiveness. We conclude with a description of three evidenced-based problem-solving approaches and practices that significantly improve the mathematical performance of students with LD.

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

Article
Publication date: 21 May 2021

Spartak Sakibayev

This work is devoted to increasing the effectiveness of a mathematical modelling lesson with the help of mobile devices. It verifies the authors' hypothesis which states that…

Abstract

Purpose

This work is devoted to increasing the effectiveness of a mathematical modelling lesson with the help of mobile devices. It verifies the authors' hypothesis which states that enabling students to solve mathematical models on mobile devices improves their academic results in the discipline.

Design/methodology/approach

The paper describes an experiment conducted among 38 college students in an extracurricular mathematical club where they solved mathematical models with the help of their own smartphones. The authors describe the mathematical models assigned to students, analyse their academic performance and gather their opinions.

Findings

The usage of mobile devices in the mathematical modelling class positively affects students' scores and interest in the subject. The percentage of positive grades among students working on mobile devices is higher than among students working on desktop computers.

Originality/value

The authors discover that in the context of the college-level mathematical modelling course, mobile devices can be successfully used as an alternative replacement for traditional desktop computers.

Details

Kybernetes, vol. 51 no. 4
Type: Research Article
ISSN: 0368-492X

Keywords

Article
Publication date: 13 November 2017

Monique Arkesteijn, Ruud Binnekamp and Hans De Jonge

One of the long-standing issues in the field of corporate real estate management is the alignment of an organisation’s real estate to its corporate strategy. To date, 14 models…

Abstract

Purpose

One of the long-standing issues in the field of corporate real estate management is the alignment of an organisation’s real estate to its corporate strategy. To date, 14 models for corporate real estate (CRE) alignment have been made, as well as four comparative studies about CRE alignment. Some of the CRE alignment models indicate that they strive for maximum or optimum added value. However, because most models take a so-called procedural rationality approach, where the focus is not on the content of the decision but on the way that the decision is made, “how a CRE manager can select an (optimum) alternative” stays a black box. The purpose of this paper is to open the black box and offer a Preference-based Accommodation Strategy (PAS) design procedure that enables CRE managers to design a real estate portfolio, makes use of scales for direct measurement of added value/preference, and allows the aggregation of individual ratings into an overall performance rating. This procedure can be used as add-on to existing alignment models.

Design/methodology/approach

The objective of this paper is to test if participants are able to successfully perform the PAS procedure in practice. The PAS procedure is in essence a design methodology that aims to solve strategic portfolio design/decision-making problems. In accordance with problem-solving methodology, mathematical models are made for two pilot studies at the Delft University of Technology. This paper describes a second test of the proposed procedure for designing a real estate strategy. The application of real estate strategy design methods in practice is very context-dependent. Applying the PAS procedure to multiple context-dependent cases yields more valuable results than just applying it to one case.

Findings

The PAS design procedure enables CRE managers to select the (optimal) solution and thereby enhances CRE decision-making. The pilot study results reveal that, by completing the steps in the PAS procedure, the participants are able to express their preferences accordingly. They designed an alternative portfolio with substantially more added value, i.e. a higher overall preference score, than their current real estate portfolio. In addition, they evaluated the design method positively.

Research limitations/implications

The positive results suggest that designing a strategy by using the PAS design procedure is a suitable approach to alignment.

Practical implications

The PAS design procedure enables CRE managers to determine the added value of a real estate strategy and quickly and iteratively design many alternatives. Moreover, the PAS design method is generic, it can be used for a wide range of real estate portfolio types.

Originality/value

The PAS procedure is original because it considers CRE alignment as a combined design and decision problem. The use of operational design and problem-solving methodologies along with an iterative procedure, instead of empirical/statistical methods and procedures, is a novel approach to CRE alignment. The PAS procedure is tested in a second pilot study to provide an assessment of the methodology through the study by testing it under different conditions to the first study. The novelty of this pilot is also that it allowed testing the procedure in its purest form, as the problem structure did not require the additional use of linear programming.

Details

Journal of Corporate Real Estate, vol. 19 no. 4
Type: Research Article
ISSN: 1463-001X

Keywords

Article
Publication date: 14 October 2013

Akihiko Takahashi, Catherine Lewis and Rebecca Perry

The purpose of this paper is to describe the design and initial implementation of a lesson study network in the US intended to support implementation of the Common Core State…

Abstract

Purpose

The purpose of this paper is to describe the design and initial implementation of a lesson study network in the US intended to support implementation of the Common Core State Standards (CCSS).

Design/methodology/approach

Participant observation and artifact collection document the development of the teaching through problem solving (TTP) network over a 14-month period.

Findings

The TTP network draws heavily on Japanese practices (e.g. lesson study) and Japanese materials (e.g. coherent, focussed mathematics curriculum) to support changes envisioned in the US CCSS related to students’ mathematical practices and dispositions. The reasons for choice of these key Japanese features are explicated, and teachers’ initial reactions described.

Research limitations/implications

The design shows promise for combining teacher “ownership” with implementation of high-quality approaches designed by others; and allowing instructional innovations developed in Japan to flow into US practice. TTP in mathematics has persistently resisted implementation in the US, so the network is designed to target a central problem in implementing the CCSS.

Originality/value

A method for instructional innovations to spread from classrooms in one country to another is suggested.

Details

International Journal for Lesson and Learning Studies, vol. 2 no. 3
Type: Research Article
ISSN: 2046-8253

Keywords

Book part
Publication date: 28 June 2013

Lucia M. Flevares and Jamie R. Schiff

The conceptual framework of mathematical modeling (e.g., Lesh & Doerr, 2003) is a vital area in mathematics education research, and its implementation has potential for deeply…

Abstract

The conceptual framework of mathematical modeling (e.g., Lesh & Doerr, 2003) is a vital area in mathematics education research, and its implementation has potential for deeply involving children in integrated and meaningful learning. In mathematical modeling learners are active agents in content-integrated, real-world problem solving. This emphasis on integrating multiple content areas to answer big questions, the pursuit of mathematical modeling, descends from Dewey’s work. We present the definition, principles, and design of modeling practices for readers who may be familiar with early childhood curriculum but less so with using modeling for learning. We explore the application of mathematical modeling to early childhood classrooms and its compatibility with early childhood pedagogies and philosophies. Young children may often be underestimated, assumed to be unable to pose big questions that can be answered through activity, experience, and data; but we discuss how young children can be engaged in problems through mathematical modeling. Finally, as preservice teacher educators, we discuss preparing preservice and in-service teachers for modeling in their classrooms. We offer examples and guidance for early childhood teachers to engage in authentic practice – meeting children where their interests are and creating integrated problem-solving experiences.

Details

Learning Across the Early Childhood Curriculum
Type: Book
ISBN: 978-1-78190-700-9

Keywords

Article
Publication date: 1 November 2022

Stéphane Clivaz, Audrey Daina, Valérie Batteau, Sara Presutti and Luc-Olivier Bünzli

The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions…

Abstract

Purpose

The article presents the construction of a conceptual framework, which is rooted in mathematics education and in dialogic analysis. It aims to analyse how dialogic interactions contribute to constructing teachers' mathematical problem-solving knowledge. The article provides one example of this analysis.

Design/methodology/approach

The networking between a content analysis framework (Mathematical Knowledge for Teaching Problem-Solving) and a dialogic analysis framework (Lesson Study Dialogue Analysis) is presented. This leads to the construction of indicators to quantitatively and qualitatively code our data: five meetings during one lesson study cycle of a group of eight Swiss primary teachers, working on the teaching of problem-solving.

Findings

This article does not present empirical findings. The developed conceptual framework is the result presented.

Research limitations/implications

The presented framework allows modelling, on the one hand, the knowledge relating to the teaching and learning of problem-solving and, on the other hand, the analysis of interactions during a lesson study. The article does not contain the results of the research.

Practical implications

The use of our framework can contribute to teacher educators' and facilitators' training by highlighting which types of intervention are favourable to the development of knowledge.

Originality/value

Our analysis involves a “systematic coding” approach. It allows a fine-grained analysis of the interactions in relation to the evolution of knowledge. Such a systematic approach offers the possibility of questioning the coded data in various ways.

Details

International Journal for Lesson & Learning Studies, vol. 12 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 3 January 2017

Zoe Bradshaw and Amanda Hazell

Problem solving is a skill in mathematics which although always relevant has heightened priority due to the changes in the new mathematics GCSE (Department for Education, 2013)…

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Abstract

Purpose

Problem solving is a skill in mathematics which although always relevant has heightened priority due to the changes in the new mathematics GCSE (Department for Education, 2013). It has previously been a skill which is deemed underdeveloped within mathematics and therefore is a theme which teachers are seeking to improve and nurture in order to align with the new changes. The GCSE is the formal qualification that students take at the end of Key Stage 4 (KS4) in the UK. The paper aims to discuss these issues.

Design/methodology/approach

The focus of the enquiry was to explore, using lesson studies, the differences in students’ approaches to problem solving. Consequently, key themes relating to the mediation of gender, ability, and academic motivation surfaced. Considering these themes, the paper subsequently reflects upon pedagogical practices which might effectively develop students’ ability to problem solve. The study took part in a mixed gender comprehensive secondary school with students taking part in the observation lesson ranging in age from 11 to 12 years old. The authors are the teachers who took part in the lesson study. The teachers implemented observation techniques in the form of video and peer observation with the accompanying teacher. In addition, students provided feedback on how they approached the problem-solving tasks through a form of semi-structured interviews, conducted via the use of video diaries where no teachers were present to prevent power bias. Following this, a thematic analysis of both the observations and student video diaries generated conclusions regarding how said key themes shaped the students’ approaches to problem solving.

Findings

Students’ frustration and competitive need to find a specific answer inhibited their ability to thoroughly explore the problem posed thus overseeing vital aspects needed to solve the problem set. Many students expressed a passion for problem solving due to its freedom and un-rigid nature, which is something teachers should nurture.

Originality/value

Generally, teachers are led by a culture in which attainment is the key. However, an atmosphere should be developed where the answer is not the key and students can explore the vibrant diversity mathematics and problem solving can offer.

Details

International Journal for Lesson and Learning Studies, vol. 6 no. 1
Type: Research Article
ISSN: 2046-8253

Keywords

1 – 10 of over 4000