Sex differences in achievement in year 12 mathematics and non-routine problem solving

In 1991 all Victorian year 12 students undertook the new Victorian Certificate of Education Mathematics Study designed by the Victorian Curriculum and Assessment Board. This paper presents the results of a study into sex difference in achievement in the new VCE Mathematics study in Victoria. An important goal of the study designers was to encourage more equal participation in senior secondary mathematics by females and males and to include assessment of mathematical skills previously not assessed in a year 12 course in Victoria. These new tasks could conceivably change the degree and direction of sex difference in achievement in senior secondary mathematics.

Associations between confidence, persistence, and optimism : illuminating optimistic problem solving activity

As part of video-stimulated post-lesson student interview studies of problem solving activity, Williams (2005, 2011) found successful problem solvers were optimistic. This study interrogates data from three students from a broader study: the role of optimism in collaborative problem solving and how to build it. The research question that focuses this study is “What associations exist between confidence, persistence, and optimism?” The question is explored both theoretically and empirically for the purpose of increasing understanding of the nature of optimistic problem solving activity by linking it to more familiar constructs. Students were progressively selected to further the interrogatory process. It was found that confidence and persistence did not necessarily occur together, and when they did, activity associated with these two characteristics was not sufficient for optimistic problem solving activity to occur. Perseverance was also required.

Toward a holistic theory of strategic problem solving

To date, many of the models and theories that seek to explain problem solving and decision making, have tended to adopt an overly reductionist view of the processes involved. As a consequence, most theories and models have proved unsuitable in providing managers with a practical explanation of the dynamics that underpin problem solving. A substantial part of a manager’s time is taken up with problem solving and decision making issues. The question of whether managers possess the necessary problem solving skills, or have access to “tools”, which can be used to manage different types of problems, has become an issue of some importance for managers and organisations alike. This paper seeks to contribute to the current literature on problem solving and decision making, by presenting a conceptual model of problem solving, which is intended to assist managers in developing a more holistic framework for managing problem solving issues.