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Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour.
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In: University Studies Faculty Publications and Presentations (2022)
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Augmentative and Alternative Communication Course Design and Features: An Analysis of Course Syllabi and Calendars
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In: Student Research Symposium (2022)
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Cohort-Based Education and Other Factors Related to Student Peer Relationships: A Mixed Methods Social Network Analysis
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In: Education Sciences; Volume 12; Issue 3; Pages: 205 (2022)
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Small Talk: A Big Challenge for Chinese Graduate Students in Canada
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Improving Second Language Acquisition of English Language Learners ...
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Bilingual Education: Improvement in Literacy Skills of Non-U.S. Born Students by Providing ESOL Support and Parent Workshops ...
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The Latina Graduate Experience at Hispanic Serving Institutions
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In: Dissertations (2021)
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Investigation of AAC Coursework Across Accredited Speech-Language Pathology Graduate Programs
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In: Student Research Symposium (2021)
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No Place Like Home: The Coming Out Experiences of Gay Men in Student Affairs and Higher Education Preparation Programs
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In: Georgia Journal of College Student Affairs (2021)
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Pós-Graduação em Turismo no Brasil: Uma Análise Bibliométrica e de Redes Sociais / Tourism Graduate Programs in Brazil: A Bibliometric and Social Networks Analysis
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In: ROSA DOS VENTOS - Turismo e Hospitalidade; v. 13, n. 4 (2021): Revista Rosa dos Ventos - Turismo e Hospitalidade ; 2178-9061 (2021)
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| 11 |
BROADLY-BASED GRADUATE SCHOOL SPONSORED COMMUNICATION SKILLS PROGRAMS: A STUDY IN THREE ESSAYS OF PROGRAMS AND PERCEPTIONS OF THE DIVERSIFICATION OF CAREER PATHWAYS
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In: Doctoral Dissertations (2021)
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Graduate Tutors/Instructors: Navigating Shifting Identity Roles
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In: Dissertations (2021)
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Open Learning Designs and Participatory Pedagogies for Graduate Student Online Publishing
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 15 |
Supporting International Graduate Students: Lessons from a Fall 2020 Non-Credit Course
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 16 |
INTERNATIONAL INDIAN GRADUATE STUDENTS’ EXPERIENCES WITH ACADEMIC ADVISING AT A PUBLIC RESEARCH UNIVERSITY IN TEXAS
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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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Using Research Knowledge: Immigrant South Asian Women Graduate Students as Knowledge Mobilization Agents
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Prototype Online Archive of Documents Related to Indigenous Peoples in Colonial Spanish Florida.
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In: Showcase of Osprey Advancements in Research and Scholarship (SOARS) (2021)
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Selection from a Corrected Typescript of Majorie Kinnan Rawlings’ novel The Yearling
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In: Showcase of Osprey Advancements in Research and Scholarship (SOARS) (2021)
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