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January 1998
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302 Reads
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153 Citations
This book reviews alternative assessment. Suggestions include portfolios, interviews, observations, journals, and tests utilizing various rubrics. This book contains suggestions and materials that teachers can use to assess students' progress in problem solving, reasoning, and communication. Many performance tasks and problem-specific rubrics for student analysis are included. (Contains 11 references.) (ASK)
September 1994
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13 Reads
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2 Citations
Mathematics Teacher Learning and Teaching PK-12
Almost every day in every classroom, an opportunity arises for discussing a problem, solving it, and extending it to help students engage in creative reasoning. This point is constantly emphasized in the preservice methods course that our undergraduate seniors take to coincide with their practice teaching. This article recounts a sequence of activities that occurred in a senior high school geometry class that was conducted by a practice teacher.
February 1994
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129 Reads
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9 Citations
The Arithmetic Teacher
Elaborates the final step of Polya's heuristic model, reflecting, to improve students' problem-solving performance. After checking answers for accuracy, the following steps are suggested: (1) test reasonableness and practicality; (2) write a summary paragraph; (3) find other solutions; (4) change the conditions; and (5) extend the problem. (MKR)
January 1989
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147 Reads
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52 Citations
The teaching of problem solving begins the moment a child first enters school and the senior high school plays a major role in the development of this skill since a number of students terminate their formal education at the end of this period. This book combines suggestions for the teaching of problem solving with activities, problems, and strategy games that students find interesting as they gain valuable experiences in problem solving. Over 120 classroom-tested problems are included. Discussions in this volume include a definition of problem solving, heuristics, and how to teach problem solving. Also provided are collections of strategy games and nonroutine problems, including 35 reproducible blackline masters for selected problems and game boards; and a bibliography of 51 resources on problem solving. (CW)
January 1988
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239 Reads
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105 Citations
This book combines suggestions for the teaching of problem solving with activities and carefully discussed non-routine problems which students should find interesting as they gain valuable experience in problem solving. The over 300 activities and problems have been gleaned from a variety of sources and have been classroom tested by practicing teachers. Topics included are an explanation of problem solving and heuristics, the pedagogy of problem solving, strategy games, and non-routine problems. An extensive number of problems and strategy game boards are given. A 50-item bibliography of problem solving resources is included. (Author/MVL)
January 1987
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481 Reads
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94 Citations
During the past decade, problem solving has become a major focus of the mathematics curriculum. Many feel that in this era of increasing technology, it is important for students to learn how to approach a problem situation. This book was designed to help teachers teach problem solving. Chapter 1, "An Introduction to Problem Solving," deals with what problems are, why we should teach problem solving, and what makes a good teacher of problem solving. Chapter 2, "A Workable Set of Heuristics," discusses what heuristics are, provides a set of heuristics to use, and addresses the application of heuristics. Chapter 3, "The Pedagogy of Problem Solving," describes the subskills of problem solving and integrates them into a teaching process. The major portion of the book is devoted to activities and non-routine problems. These activities and problems have been gleaned from a variety of sources and have been classroom tested at many levels by practicing teachers. Included are masters for selected problems and strategy games, and a bibliography of problem solving resources. (TW)
April 1986
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2 Reads
The Arithmetic Teacher
December 1985
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3 Reads
The Arithmetic Teacher
December 1985
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10 Reads
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19 Citations
Mathematics Teacher Learning and Teaching PK-12
November 1985
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3 Reads
The Arithmetic Teacher
... Orton and Wain (1994) defined a problem as a situation that interests individuals and that individuals want to solve. Krulik and Rudnick (1985) defined the problem as an unknown solution. Problem-solving, on the other hand, is the ability to reason about what needs to be done to produce the right solution or solutions when the problem is encountered (Altun, 2015). ...
December 1985
Mathematics Teacher Learning and Teaching PK-12
... The teacher must be creative, able to provide a safe and stimulating classroom environment, which makes the student able to present his opinion and express it without anxiety, or fear, and that such an environment allows the student to show his interest in the views of his colleagues and their various participations, and not rushing to make judgments (Goodman, 1992;Krulik & Rudnick, 1994;Lambert & Velez, 2011). ...
September 1994
Mathematics Teacher Learning and Teaching PK-12
... Masalah adalah suatu pertanyaan yang mengundang jawaban. Masalah adalah suatu keadaan dimana pengetahuan yang tersimpan di dalam memori untuk melakukan suatu tugas pemecahan masalah belum siap dipakai (Krulik & Rudnick, 1981). Pemecahan masalah matematis merupakan kemampuan yang terdiri atas identifikasi kelengkapan data, membuat model matematika, memilih dan menerapkan strategi, menginterprestasikan hasil dan memeriksa kembali kesahihan jawaban (Susanto, 2020). ...
January 1981
School Science and Mathematics
... A shared characteristic in problem solving processes is the removal of obstacles that hinder goal attainment (Cüceloğlu, 2009). A problem, often defined as a situation where an immediate solution is not apparent (Krulik and Rudnick, 1989), initiates its resolution process with the individual's motivation to address it. According to Morgan (1993), problem solving entails understanding and bridging the gap between obstacles encountered on the path toward a goal and the goal itself. ...
January 1987
... Problem-solving is an activity to synthesize and apply the abilities and knowledge in unfamiliar situations and conditions (6). Problem-solving is a very important part of learning physics because students are encouraged to learn how to solve their own problems, which makes them more interested in learning each topic from the lesson (7). ...
February 1994
The Arithmetic Teacher
... Probleme dair deneyimlerin ve çözüm için gerekli çabanın göz önüne alınmasıyla oluşturulan sınıflandırmalardan biri rutin ve rutin olmayan problem türleridir (Altun, 2011;Polya, 1957). Rutin problemler öğrencilerin öğrendiklerini uygulayarak pekiştirme yapmalarını sağlayan alıştırma tarzı sorular olarak ifade edilirken (Krulik ve Rudnick, 1989); rutin olmayan problemler ise farklı stratejilerin kullanımı ile muhakeme ve üst düzey düşünme gibi zihinsel becerilerin işe koşulmasını gerektirmektedir (Asman ve Markovits, 2009 (Foong, 2002) açık uçlu türlerde iletişim, akıl yürütme, ilişkilendirme gibi çeşitli matematiksel becerilerin kullanımı ile bir çözüm süreci tasarlanarak farklı cevaplara ulaşılabilmektedir (Hiebert vd., 1996). Matematiksel araştırmalar ve projeler ise şekilde de görüldüğü üzere açık uçlu türlerle ilişkilendirilmiş olup öğrencilerin kendi araştırmalarına dayalı olarak problem oluşturmaları ile bir soruna dair yeni bir yöntem geliştirmelerini sağlayan etkinlikler olarak kısaca ifade edilebilir (Sezgin Memnun, 2023). ...
January 1989
... Problem-solving ability is defined as a series of processes to find solutions to a problem through comprehending the context, developing strategies, implementing those strategies, and re-examining the solutions found (Polya, 1973). Problem-solving ability in mathematics learning can be used by individuals to acquire knowledge, skills, and understanding to meet the demands of unusual situations, where students must synthesize what they have learned and apply it to new and different situations (Krulik & Rudnick, 1988). Problem-solving ability is a mental process and the highest thinking skill in learning (Gagne et al., 2005;Layali & Masri, 2020). ...
January 1988
... One of the earliest research studies on the connection between calculators, achievement, and parental attitudes was conducted by Rudnick and Krulik (1976) who studied 600 seventh grade students and their parents for an entire year. The initial concerns of parents included the beliefs that calculators would impair students' abilities to complete paper and pencil tasks, that their children would become dependent on the calculator, and that students would forget how to do math once they used the minicalculator. ...
December 1976
The Arithmetic Teacher
... A person who has the ability to think critically can of course provide logical answers and arguments based on his knowledge. Krulik & Rudnick (1995) argue that critical thinking is a way of thinking that investigates, connects, includes gathering information, remembering, analyzing situations, understanding and identifying problems. ...
January 1998
... On the other hand, there was a significant difference in the posttest scores for the low performers from both groups, where the motivation of the experimental group could be enhanced by the gamed-based system to promote the problem-solving ability. It can correspond with the point that the game-based activities could induce motivation in learning and maintain interest in learning (Norman, 1981;Krulik & Rudnick, 1983). For the four dimensions of the problem-posing ability and their scores in total, the current study found that the experimental group performed significantly better than the control group. ...
December 1983
The Arithmetic Teacher
