100 ideas for teaching problem solving, reasoning and numeracy.

Ofrece muchas ideas para ayudar a desarrollar la resolución de problemas,el razonamiento y las habilidades numéricas en los niños de hasta más de cinco años de edad. Incluye los recursos utilizados,el tamaño del grupo y las instrucciones para cada actividad.

Mathematics across the curriculum : problem-solving, reasoning and numeracy in primary schools.

Está escrito para facilitar la enseñanza y el aprendizaje en los primeros años de la escuela y en la etapa de primaria. Las matemáticas son una asignatura troncal y su uso y aplicación en actividades de resolución de problemas es fundamental para que los niños utilicen sus conocimientos y habilidades en una amplia variedad de situaciones. Muestra, además, cómo enseñar conceptos matemáticos a través de otras materias: historia, geografía, artes, ciencia y tecnología, salud y bienestar,y desarrollo físico. También, se tratan temas de planificación y evaluación, organización y práctica en la clase y el empleo de otros recursos.

Excel at problem solving.

Recurso dirigido principalmente a profesores de alumnos entre once y dieciséis años. Cada problema se acompaña de una guía que incluye información sobre conocimientos previos, esquema de la clase y notas de soluciones. Está escrito con tres ideas principales: la resolución de problemas; el uso d e hojas de cálculo para ayudar en el planteamiento o la solución de problemas, adquisición de destrezas de aprendizaje de hoja de cálculo que pueden convertir la solución de problemas en una labor menos complicada. Trata de alentar a los alumnos a ser matemáticos en el sentido de participar en actividades de resolución de problemas; pensar y comunicar sus ideas, crear e identificar los problemas matemáticos en determinados contextos. Las veintitrés actividades se pueden trabajar con toda la clase, con los alumnos, o con grupos. En el CD-ROM se incluyen recursos complementarios.

Problem Solving Teaching Guide : its Way of Use, and the Effect on Students. 'Guía docente de resolución de problemas : su modo de uso, y el efecto en los estudiantes'.

Resumen basado en el de la publicación

Factors involved in making post-performance judgments in mathematics problem-solving

Resumen tomado de la publicaci??n

The role of schizotypy and creativity in a group problem-solving task

The well-studied link between psychotic traits and creativity is a subject of much debate. The present study investigated the extent to which schizotypic personality traits - as measured by O-LIFE (Oxford-Liverpool Inventory of Feelings and Experiences) - equip healthy individuals to engage as groups in everyday tasks. From a sample of 69 students, eight groups of four participants - comprised of high, medium, or low-schizotypy individuals - were assembled to work as a team to complete a creative problem-solving task. Predictably, high scorers on the O-LIFE formulated a greater number of strategies to solve the task, indicative of creative divergent thinking. However, for task success (as measured by time taken to complete the problem) an inverted U shaped pattern emerged, whereby high and low-schizotypy groups were consistently faster than medium schizotypy groups. Intriguing data emerged concerning leadership within the groups, and other tangential findings relating to anxiety, competition and motivation were explored. These findings challenge the traditional cliche that psychotic personality traits are linearly related to creative performance, and suggest that the nature of the problem determines which thinking styles are optimally equipped to solve it. (C) 2009 Elsevier Ltd. All rights reserved.

Worry and problem-solving skills and beliefs in primary school children

Objective. To examine the association between worry and problem-solving skills and beliefs (confidence and perceived control) in primary school children. Method. Children (8–11 years) were screened using the Penn State Worry Questionnaire for Children. High (N ¼ 27) and low (N ¼ 30) scorers completed measures of anxiety, problem-solving skills (generating alternative solutions to problems, planfulness, and effectiveness of solutions) and problem-solving beliefs(confidence and perceived control). Results. High and low worry groups differed significantly on measures of anxiety and problem-solving beliefs (confidence and control) but not on problem-solving skills. Conclusions. Consistent with findings with adults, worry in children was associated with cognitive distortions, not skills deficits. Interventions for worried children may benefit froma focus on increasing positive problem-solving beliefs.

Improving insight and non-insight problem solving with brief interventions

Developing brief training interventions that benefit different forms of problem solving is challenging. In earlier research, Chrysikou (2006) showed that engaging in a task requiring generation of alternative uses of common objects improved subsequent insight problem solving. These benefits were attributed to a form of implicit transfer of processing involving enhanced construction of impromptu, on-the-spot or ‘ad hoc’ goal-directed categorizations of the problem elements. Following this, it is predicted that the alternative uses exercise should benefit abilities that govern goal-directed behaviour, such as fluid intelligence and executive functions. Similarly, an indirect intervention – self-affirmation (SA) – that has been shown to enhance cognitive and executive performance after self-regulation challenge and when under stereotype threat, may also increase adaptive goal-directed thinking and likewise should bolster problem-solving performance. In Experiment 1, brief single-session interventions, involving either alternative uses generation or SA, significantly enhanced both subsequent insight and visual–spatial fluid reasoning problem solving. In Experiment 2, we replicated the finding of benefits of both alternative uses generation and SA on subsequent insight problem-solving performance, and demonstrated that the underlying mechanism likely involves improved executive functioning. Even brief cognitive– and social–psychological interventions may substantially bolster different types of problem solving and may exert largely similar facilitatory effects on goal-directed behaviours.

Agent-Based Hybrid Intelligent Systems: An Agent-Based Framework for Complex Problem Solving

Pt. I. Fundamentals of hybrid intelligent systems and agents -- 1. Introduction -- 2. Basics of hybrid intelligent systems -- 3. Basics of agents and multi-agent systems -- Pt. II. Methodology and framework -- 4. Agent-oriented methodologies -- 5. Agent-based framework for hybrid intelligent systems --6. Matchmaking in middle agents -- Pt. III. Application systems -- 7. Agent-based hybrid intelligent system for financial investment
planning -- 8. Agent-based hybrid intelligent system for data mining -- Pt. IV. Concluding remarks -- 9. The less the more -- App. Sample source codes of the agent-based financial planning system

Limits to problem solving in science

Popper, Polanyi and Duncker represent the widely held position that theoretical and experimental scientific research are motivated by problems to which discoveries are solutions. According to the argument here, their views are unsupported and - in light of counter-instances, anomalous chance discoveries, and the force of curiosity - over-generalized.