A Descriptive Phase Model of Problem-Solving Processes

Autor/inn/en	Rott, Benjamin; Specht, Birte; Knipping, Christine
Titel	A Descriptive Phase Model of Problem-Solving Processes
Quelle	In: ZDM: Mathematics Education, 53 (2021) 4, S.737-752 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rott, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-021-01244-3
Schlagwörter	Mathematics Skills; Problem Solving; Models; Cognitive Processes; Geometry + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Analogiemodell; Cognitive process; Kognitiver Prozess; Geometrie
Abstract	Complementary to existing "normative" models, in this paper we suggest a descriptive phase model of problem solving. Real, not ideal, problem-solving processes contain errors, detours, and cycles, and they do not follow a predetermined sequence, as is presumed in normative models. To represent and emphasize the non-linearity of empirical processes, a "descriptive" model seemed essential. The juxtaposition of models from the literature and our empirical analyses enabled us to generate such a "descriptive" model of problem-solving processes. For the generation of our model, we reflected on the following questions: (1) Which elements of existing models for problem-solving processes can be used for a descriptive model? (2) Can the model be used to describe and discriminate different types of processes? Our "descriptive" model allows one not only to capture the idiosyncratic sequencing of real problem-solving processes, but simultaneously to compare different processes, by means of accumulation. In particular, our model allows discrimination between problem-solving and routine processes. Also, successful and unsuccessful problem-solving processes as well as processes in paper-and-pencil versus dynamic-geometry environments can be characterised and compared with our model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01