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Superior problem-solving performance has been demonstrated when students follow directions to perform specific actions hypothesized to foster effective problem-solving strategies (Goldin-Meadow, Cook, & Mitchell, 2009).
Research on cognitive aspects of mathematical problem solving has made great progress in recent years, but the relationship of affective factors to problem-solving performance has been a neglected research area.
Implications for improving the problem-solving performance of low achievers are discussed.
With this method, the agent first approximates problem-solving performance and problem parameters with standard parameterized models.
The discouraging news is that, when it comes to thinking skills such as abstract reasoning and problem-solving, performance levels drop precipitously.
(ii) This conceptual shift has a striking effect on problem-solving performance, i.e. the child's concept of artifact function appears to be deployed in problem solving.
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There were significant differences favoring the experimental group for the well structured problem solving performance while there were no significant differences on ill structured problem solving performance.
Derivational analogy is a technique for reusing problem solving experience to improve problem solving performance.
Quantitative and qualitative analysis, used to assess the changes in the students' problem solving performance, provide some indications that strategy instruction accompanied by strategic supports has a beneficial impact on students' problem solving performance.
Computer-based assessments of complex problem solving performance often take place in group settings like classrooms and computer laboratories.
Nine factors were proposed as a framework to design blended learning to enhance creative problem solving performance.
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