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Comparing multiple solutions in the structured problem solving: Deconstructing Japanese lessons from learner's perspective

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EDUCATIONAL STUDIES IN MATHEMATICS 2015年第2期90卷 121-141页

作者： Hino, Keiko Utsunomiya Univ Grad Sch Educ Utsunomiya Tochigi 3218505 Japan

The purpose of this study is to enhance our understanding of how students listen and attend to multiple solutions proposed by their classmates during the activity of comparison. This study examines ten consecutive lessons in each of the two eighth-grade classrooms in Tokyo that are organized in the style of structured problem solving. Twenty-four students were asked to be video/audio recorded during the lessons and also to identify and comment on their significant classroom events in the post-lesson video-stimulated interviews. The students' comments on the situations of comparing multiple solutions were classified into five codes, which show that they listened to multiple solutions differently on the basis of their process and product in the preceding individual problem solving. Furthermore, it was found that the students' exploratory questions led them to active listening to other people, which contributed to their meaning-making activity.

关键词： Comparing multiple solutions structured problem solving The learner's perspective

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Anticipating students' reasoning and planning prompts in structured problem-solving lessons

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MATHEMATICS EDUCATION RESEARCH JOURNAL 2019年第1期31卷 1-25页

作者： Vale, Colleen Widjaja, Wanty Doig, Brian Groves, Susie Monash Univ Clayton Vic Australia Deakin Univ Burwood Australia

structured problem-solving lessons are used to explore mathematical concepts such as pattern and relationships in early algebra, and regularly used in Japanese Lesson Study research lessons. However, enactment of structured problem-solving lessons which involves detailed planning, anticipation of student solutions and orchestration of whole-class discussion of solutions is an ongoing challenge for many teachers. Moreover, primary teachers have limited experience in teaching early algebra or mathematical reasoning actions such as generalising. In this study, the critical factors of enacting the structured problem-solving lessons used in Japanese Lesson Study to elicit and develop primary students' capacity to generalise are explored. Teachers from three primary schools participated in two Japanese Lesson Study teams for this study. The lesson plans and video recordings of teaching and post-lesson discussion of the two research lessons along with students' responses and learning are compared to identify critical factors. The anticipation of students' reasoning together with preparation of supporting and challenging prompts was critical for scaffolding students' capacity to grasp and communicate generality.

关键词： structured problem solving Generalising Reasoning Lesson study Teacher actions Anticipated solutions Orchestrated discussion

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Subconscious problem solving using hazy heuristics

International Journal of Systematic Innovation

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International Journal of Systematic Innovation 2013年第4期2卷 26-33页

作者： Sickafus, Ed. Ntelleck LLC United States

While learning a structured problem solving methodology one typically rues the tedium interfering with inventive thinking. Later, as the methodology inures in one's subconscious, shortcuts take form. This paper focuses on the shortcuts of the structured problem solving. We have ample evidence that our conscious does not solve problems - our subconscious does. That realization raises the issue of how to communicate problem-solving cues from our conscious to our subconscious and accept any ideas that are returned. Presented here are arguments for the elimination of constraining logic in major parts of current structured, problem-solving methodologies. Unified structured inventive thinking (USIT) is used as an example. This should not be a bitter pill for logically trained technologists to take. It does not substitute for any of one's early learning of problem-solving methodologies. Instead, once a methodology is mastered, it encourages taking short cuts by eliminating or reducing heuristic constructions that have become second nature in one's logical thinking. Logic is subdued in favor of evocative vague cues - sometimes thought of as the poetic license of the intuition. Two examples are presented of rapid problem solving using USIT in an abbreviated form. One solution concept resulted in a USA patent, "Pedestrian Impact Energy Management Device With Seesaw Elements". A problem and its solution concepts refer to the pre-engineering phase of problem solving. In this phase all concepts are accepted without filtering. Proof of concept and model calculations come later. Unfiltered concepts are a potential source of surprising ideas. © 2013 Society of Sytematic Innovation.

关键词： Hazy heuristics Invention Seeding the subconscious Solution concepts structured problem solving Subconscious links Subconscious problem solving USIT

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The art of granular computing

The art of granular computing

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International Conference on Rough Sets and Intelligent Systems Paradigms

作者： Yao, Yiyu Univ Regina Dept Comp Sci Regina SK S4S 0A2 Canada

ISBN: (纸本)9783540734505

The current research in granular computing is dominated by set-theoretic models such as rough sets and fuzzy sets. By recasting the existing studies in a wider context, we propose a unified framework of granular computing. The new framework extends results obtained in the set-theoretic setting and extracts high-level common principles from a wide range of scientific disciplines. The art of granular computing for problem solving emerges from the resulting common philosophy, methodology and information processing paradigm. Granular computing stresses not only the need for rigor, structure, conciseness and clarity, but also the importance of conscious effects and wisdom in using powerful strategies and heuristics in stating and solving problems.

关键词： granular computing triangle structured thinking structured problem solving structured information processing

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Abstraction - the essence of innovation

International Journal of Systematic Innovation

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International Journal of Systematic Innovation 2010年第1期1卷 23-31页

作者： Sickafus, Ed Ntelleck LLC Grosse Ile MI United States

Innovative thinking techniques, i.e., heuristics applied during problem solving, stir both subconscious thinking engines into action;our left- and right-brain hemispheres. However, these two engines use different protocols in viewing and analyzing the same problem simultaneously. One parses a problem logically, consciously rationalizing each step while expressing its progress in language - a more tedious process than that of its compliment. The other, which favors images to language, visualizes a problem situation holistically and proffers instantaneously intuitive solution concepts to the conscious. Both dredge the depths of memory searching meaningful, but different, associations with our past experience. One engine uses the preferred thinking of technologists. The other engine uses that of verbal and graphic artisans. Yet, both types of thinking are creative and problem solving. This paper focuses on problem-solving heuristics commonly used by technologists and describes how these heuristics can be made to spark intuitive solution concepts through effective use of abstraction. © 2010, Society of Sytematic Innovation.

关键词： Heuristic innovation Heuristics Innovation Left-brain logic problem solving Right-brain intuition structured problem solving Unified structured inventive thinking

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Analysis of the final comments provided by a knowledgeable other in lesson study

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JOURNAL OF MATHEMATICS TEACHER EDUCATION 2021年第5期24卷 507-528页

作者： Seino, Tatsuhiko Foster, Colin Tokyo Gakugei Univ Fac Educ 4-1-1 Nukuikita Machi Koganei Tokyo 1848501 Japan Loughborough Univ Math Educ Ctr Schofield Bldg Loughborough LE11 3TU Leics England

Lesson study has been implemented in schools around the world as a method of professional development for teachers. Lesson study consists of five steps, among which the "Research Lesson" and "Post-lesson Discussion" are central. During the Post-lesson Discussion, after the teacher has commented on the lesson, all of the observers discuss the lesson, and the "knowledgeable other" (koshi), a specially invited expert, provides final comments. The quality of these final comments is critical to the learning of the lesson-study participants, and, consequently, the koshi plays an extremely important role. However, few studies have examined the nature and structure of the final comments that koshis provide. This study analyzed the final comments made in three elementary-school research lessons in Japan by a highly distinguished university mathematics educator with considerable teaching experience and an outstanding reputation as a koshi. We found that his final comments clustered into seven categories, which we named: (1) considering the didactical value of mathematical content;(2) use of representations;(3) fostering positive attitudes to learning;(4) incorporating students' ideas into whole-class discussions;(5) giving attention to what students write down;(6) giving attention to the content of the board-work;and (7) teacher growth through reflection. These categories provide insight into the nature of final comments that are regarded as being particularly useful and may form the basis for less-experienced koshis to structure their final comments in lesson study.

关键词： Final comments Knowledgeable other Lesson study Post lesson Discussion structured problem solving

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Improvement of an invoice verification process: A systematic approach

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Quality Engineering 1994年第3期6卷 459-467页

作者： Abraham, Bovas Fernandez, Gavin Institute for Improvement in Quality and Productivity University of Waterloo Waterloo Ontario N2L 3G1 Canada

Click to increase image sizeClick to decrease image size

关键词： Flowcharts Pareto analysis Scatterplots structured problem solving

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A Practical guide to applying lean tools and management principles to health care improvement projects

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AORN Journal 2012年第1期95卷 85-103页

作者： Simon, Ross W. Canacari, Elena G. Beth Israel Deaconess Medical Center Boston MA United States

Manufacturing organizations have used Lean management principles for years to help eliminate waste, streamline processes, and cut costs. This pragmatic approach to structured problem solving can be applied to health care process improvement projects. Health care leaders can use a step-by-step approach to document processes and then identify problems and opportunities for improvement using a value stream process map. Leaders can help a team identify problems and root causes and consider additional problems associated with methods, materials, manpower, machinery, and the environment by using a cause-and-effect diagram. The team then can organize the problems identified into logical groups and prioritize the groups by impact and difficulty. Leaders must manage action items carefully to instill a sense of accountability in those tasked to complete the work. Finally, the team leaders must ensure that a plan is in place to hold the gains. © 2012 AORN, Inc.

关键词： Facilitation techniques Improvement projects Lean management principles Lean thinking structured problem solving

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Granular Computing

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计算机科学 2004年第S2期31卷 1-5页

作者： Y. Y. Yao Department of Computer Science University of ReginaReginaSaskatchewanCanada S4S 0A2

The basic ideas and principles of granular computing (GrC) have been studied explicitly or implicitly in many fields in isolation. With the recent renewed and fast growing interest, it is time to extract the commonality from a diversity of fields and to study systematically and formally the domain independent principles of granular computing in a unified model. A framework of granular computing can be established by applying its own principles. We examine such a framework from two perspectives,granular computing as structured thinking and structured problem solving. From the philosophical perspective or the conceptual level,granular computing focuses on structured thinking based on multiple levels of granularity. The implementation of such a philosophy in the application level deals with structured problem solving.

关键词： Granularity Granule Level Hierarchy structured thinking structured problem solving

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Comparing the Effectiveness of Three Instructional Approaches in a problem-Centered, Multimedia-Based Learning Environment

Comparing the Effectiveness of Three Instructional Approache...

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作者： Wojtanowski, Scott Thomas University of Minnesota

学位级别：Ph.D.

Throughout the history of the American public education system, many people have predicted that technology would significantly improve the way students learn and the way teachers provide instruction. Unfortunately, each technological innovation has failed on its promise to dramatically improve education. This has led some researchers to suggest that more research is needed to examine the influence that teacher's pedagogy has on technology integration. This study examines three different instructional approaches used within a multimedia-based learning environment and the impact they have on student knowledge. A total of 225 students of varied academic achievement levels and three middle school geography teachers participated in the study. An online multimedia-based learning environment, GeoThentic, required students to use data and information provided in the learning environment to identify the best location in which to build a hospital in San Francisco. Each teacher used a different instructional approach for each of the three classes he or she taught. These instructional approaches were defined by and based on the literature on directed instruction, structured problem solving, and minimally guided instruction. A written response exam and selected response exam measured the ability of a group of students to process information and analyze data provided in the GeoThentic environment. When comparing the results of these two different tests, the analyses found that students receiving minimally guided instruction performed significantly different than those students receiving directed instruction or structured problem solving instruction. Taken together, these results suggest that minimally guided instructional approaches are less effective than directed or structured problem solving instructional approaches for this particular type of learning environment. This study also suggests that teachers must provide a certain amount of guidance to students, however, more resea

关键词： Directed instruction GeoThentic Instruction Minimally guided instruction Multimedia structured problem solving Education Curriculum and Instruction

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