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Collaborative problem solving in higher education classrooms: Exploring student interactions, group progress, and the role of the teacher
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EXPLORING DEVELOPMENT OF PROBLEM SOLVING STRATEGIES IN EMERGING MATHEMATICIANS
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Abstract:
To solve an unfamiliar mathematics problem, students of the subject must know more than the appropriate prerequisite content knowledge. They must also know how best to strategically apply their knowledge, how to monitor and gauge the effectiveness of their work, and how to respond (both cognitively and emotionally) to unanticipated results. Expanding current research on the types of experiences that foster these skills is the objective of this study. In a sequence of two task-based interviews, eight graduate and four upper-division undergraduate mathematics students solved non-traditional mathematics problems, used their work on these problems as a basis to comment on their mathematical beliefs and problem solving strategies, and tied these aspects of their mathematical identity to the formative courses, instructors, and experiences that influenced them. I then analyzed these interviews using coding techniques appropriate for thematic analysis and created qualitative characterizations of the participants’ problem solving strategy usage. By comparing these characterizations to the ways in which the participants reported that their problem solving had developed over time, I identified which types of formative experiences may have contributed to this development (and how they did so). Findings suggest when participants had been encouraged to discover their own mathematical justifications in previous courses, they would be likely to display creative, exploratory behavior while solving interview tasks, even when frustrated. Participants who valued experiences in which they participated in meaningful mathematics as part of a group were more comfortable engaging in self-talk and considering multiple approaches to an interview task. Finally, many participants reported learning specific heuristic strategies, either explicitly from instructors or as a consequences of the nature of a course; findings indicate that the degree to which they could effectively leverage any of these heuristics depended on if they were comfortable and familiar with their application. These results point mathematics instructors towards ways that they can develop problem solving expertise in their students.
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Keyword:
Graduate students; Problem solving
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URL: http://hdl.handle.net/10106/29796
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Relational Reasoning and Socially Shared Regulation of Learning in Collaborative Problem Solving
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Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
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En analys av elevernas attityder och strategier vid problemlösning i matematik ; An Analysis of Student Attitudes and Strategies on Problem Solving in Mathematics
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Using online collaborative learning spaces in primary mathematics education
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An Examination of John Burton’s Method of Conflict Resolution and Its Applicability to the Israeli-Palestinian Conflict
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In: Graduate Theses and Dissertations (2017)
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Aplicación de un programa de resolución de problemas en sexto de Educación Primaria
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Eastern Ontario Pre-Service Intermediate-Senior Mathematics Teachers' Beliefs About Problem Solving
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Um estudo sobre a resolução de problemas matemáticos propostos em língua brasileira de sinais e em língua portuguesa escrita
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Martins, Aline Batista de Oliveira. - : Universidade Tecnológica Federal do Paraná, 2017. : Cornelio Procopio, 2017. : Brasil, 2017. : Licenciatura em Matemática, 2017. : UTFPR, 2017
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Characterizing College Algebra Students' Mathematical Problem Solving
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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