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A large body of literature reports that there are gender differences in mathematical problem solving favouring males. Strategy use, as a reflection of different patterns in mathematical problem solving between genders, is found to be related to cognitive abilities, together with psychological characteristics and mediated by experience and education. Many complex variables including biological, psychological and environmental variables are revealed to contribute to gender differences in mathematical problem solving in some specific areas. This article suggests that the combined influence of all affective variables may account for the gender differences in mathematical problem solving patterns. (Contains 9 footnotes.)

The purpose of this study was to compare brain wave patterns produced by high and low grade point average students, while they were resting, solving problems, and subjected to stress situations. The study involved senior midshipmen at the United States Naval Academy. The high group was comprised of those whose cumulative grade point average was between 3.50 and 4.00. The low group was comprised of those whose grade point cumulative average was between 2.00 and 2.25. Instrumentation included a Grass model 79C electroencephalograph, analog/digital filters, digital clocks, digital counters, and an eight channel oscilloscope. Treatment means were evaluated using a repeated measures design and a simple analysis of variance. The following conclusions were reached: (1) There were differences in brain wave patterns, depending whether the subjects were resting, solving problems, or under stress; and (2) The data did not support the hypothesis that high and low grade point average students would have differing brain wave patterns. Several suggestions are made as to areas for future research, and implications of the study are discussed. (Author/LAA)

The goals of this four-phased study were to enhance the quality of educational experience for under-represented (rural, low income, and female) secondary students (N=628), and to increase their participation in mathematics and science courses beginning at the middle school level. Teachers (N=28) were asked to expand their pedagogical content knowledge, improve their student assessment techniques, and develop an integrated program linking mathematics and science to the core curriculum. During Phase 1, a consortium, organized by school districts, Southwest Missouri State University, and area business partners was established. During Phase 2, teams of teachers and consortium staff developed a 4-week interdisciplinary unit titled "PATTERNS." The project was implemented in Phase 3 and the project's effects on students and teachers were evaluated in the final phase. Results indicated: (1) teachers were generally pleased with the unified, consortium process; (2) analysis of pre- and post-test scores suggested that integrated approaches to teaching and learning that focus on formal operations are best suited to young adolescent learners who already possess some higher order thinking skills; and (3) students expressed interest and excitement in the unit. Some suggestions for further research, a teacher questionnaire, and six statistical tables complete the document. (LL)

Includes bibliographical references and index

The purpose of this study was to characterize the prior conceptions of molecular structure that organic chemistry students expressed as they learned to interpret nuclear magnetic resonance spectra, and to describe the problem-solving strategies that students employ as they determine molecular structure. The two questions that frame this study focus on the development of scientific concepts and problem solving strategies. Findings indicate that students generate two-dimensional illustrations of molecular structure as a default mode and that computer modeling holds promise in helping students overcome misconceptions about molecular structure. (Contains 37 references and 15 tables.) (DDR)

Mental models are representations of students' minds concepts to explain a situation or an on-going process. The purpose of this study is to describe students' mental model in solving mathematical patterns of generalization problem. Subjects in this study were the VII grade students of junior high school in Situbondo, East Java, Indonesia. This study was conducted using the qualitative descriptive method to investigate students' mental model during the process of solving the problem of generalization patterns. Students were required to speak aloud what he or she was thinking about solving problems ("think-aloud"). Based on the data obtained, the students' mental models in solving the patterns of generalization problem can be classified into two kinds of mental models, namely: (1) direct mental model and (2) indirect mental model. Students classified using direct mental model were using the only generalization of algebraic in solving the problem. Meanwhile, students classified using indirect mental model were using a combination of both generalizations of algebraic and arithmetic. Based on the results of the study, teachers are required to take into account students' mental model in solving the generalization patterns problem to achieve better learning process. [Paper presented at ICEGE 2018.]

This article is from Frontiers in Psychology , volume 5 . Abstract Surprisingly little is known about whether relationships between cognitive and emotional states remain stable or change over time, or how different patterns of stability and/or change in the relationships affect problem solving abilities. Nevertheless, cross-sectional studies show that anxiety/worry may reduce working memory (WM) resources, and the ability to minimize the effects anxiety/worry is higher in individuals with greater WM capacity. To investigate the patterns of stability and/or change in cognition-emotion relations over time and their implications for problem solving, 126 14-year-olds’ algebraic WM and worry levels were assessed twice in a single day before completing an algebraic math problem solving test. We used latent transition analysis to identify stability/change in cognition-emotion relations, which yielded a six subgroup solution. Subgroups varied in WM capacity, worry, and stability/change relationships. Among the subgroups, we identified a high WM/low worry subgroup that remained stable over time and a high WM/high worry, and a moderate WM/low worry subgroup that changed to low WM subgroups over time. Patterns of stability/change in subgroup membership predicted algebraic test results. The stable high WM/low worry subgroup performed best and the low WM capacity-high worry “unstable across time” subgroup performed worst. The findings highlight the importance of assessing variations in cognition-emotion relationships over time (rather than assessing cognition or emotion states alone) to account for differences in problem solving abilities.

Findings of a study that examined the relationship between variations in patterns of school leadership and group problem-solving process are presented in this paper. Interviews were conducted at the beginning and end of the school year with 12 principals in British Columbia who had implemented the Primary Program. The initiative was designed to restructure the first 4 years of schooling through such organizational changes as ungradedness, continuous progress, dual-entry periods to kindergarten, and active student participation in learning. Findings indicate that principals who engaged in both indirect and direct forms of instructional leadership demonstrated significantly higher levels of group problem-solving expertise than did building-centered and teacher-centered managers. This suggests that the thinking that gives rise to instructional leadership practices is similar to the thinking that creates an expert collaborative problem solver. Second, differences among principals in 10 dimensions of group problem solving were most evident in principals' purposes, skills and knowledge, and dispositions. Finally, the most effective forms of leadership were associated with women who had limited formal experience as principals. An implication is that administrator preparation curricula should be organized around a grounded view of the principal's world. Four tables are included. (Contains 44 references.) (LMI)

Patterns of assistance in parent-child dyads were examined by developing measures that could be used to explore the nature of assistance and learner action sequences. A microgenetic approach was adopted in a teaching experiment that may be regarded as a variation of the double stimulation method of L. S. Vygotsky. A second goal was to explore the blending of quantitative, multivariate methods with interpretive methods in advancing the cultural-historical (CH) model. Thirty-two fourth to sixth graders and their mothers from the United States and 32 such pairs from Peru were studied. Parent-child problem solving activity was observed in a laboratory setting where interactions during a categorization task were videotaped. In one study process measures were the focus and in another assistance patterns were examined as a function of children's developmental level, analyzing the relationship between negotiation in the children's zone of proximal development and resulting assisted responses. Findings suggest that the factor score for a given dyad is a prevailing characteristic of a given family setting. Interaction patterns were moderately correlated with a distant measure of development. The combination of research methods is useful in understanding the nature and nurture of cognitive environments. Three tables present study findings. (SLD)

Companion volume for the author's Patterns of problem solving, 1975 ed

Companion volume for the author's Patterns of problem solving, 1975 ed