Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/8458
Title: Evaluating a Framework for Learning Non-Routine Problem-Solving in Mathematics
Authors: Nguyen, Huy Anh
Guo, Yuqing
Nguyen, Vy
Richey, J. Elizabeth
McLaren, Bruce M.
Keywords: Learning Sciences
Issue Date: 2022
Publisher: International Society of the Learning Sciences
Citation: Nguyen, H. A., Guo, Y., Nguyen, V., Richey, J. E., & McLaren, B. M. (2022). Evaluating a framework for learning non-routine problem-solving in mathematics. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 1249-1252). International Society of the Learning Sciences.
Abstract: An important goal of mathematics education is supporting students’ ability to tackle novel, non-routine problems. However, typical mathematics instruction in U.S. classrooms often places emphasis on rote learning, without exposing students to the process of deriving a formula or alternative solutions. We propose a framework, Try-See-Tell-Do, which combines several evidence-based learning strategies to help students develop non-routine problemsolving skills. Following the framework, a student would first try a non-routine problem on their own, see a worked example solution to the problem, self-explain (tell) the solution they saw, and finally practice with two novel non-routine problems (do). Through a series of eight thinkaloud interviews, where high school students applied the framework to solve combinatorics problems, we found that students could recognize the instructional value of the learning activities. Additionally, we noted students’ tendency to rely on memorized formulas and derived actionable insights on improving the framework to reduce this behavior.
Description: Short Paper
URI: https://dx.doi.org/10.22318/icls2022.1249
https://repository.isls.org//handle/1/8458
Appears in Collections:ISLS Annual Meeting 2022

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