Reasoning, modelling and knowledge codification in solving well-structured mathematics problems Online publication date: Thu, 27-Nov-2014
by Kumar Laxman
International Journal of Learning and Intellectual Capital (IJLIC), Vol. 8, No. 3, 2011
Abstract: In problem-based learning, the instructional process begins with the introduction of the problem statement, one that is usually real-world-oriented. Students in groups are encouraged to tackle and solve the problem, in the process of which they build up their own individual conceptual knowledge schemas in relation to the given problems. In developing PBL-centred curriculum, problems selected as the cognitive stimulus in initiating knowledge construction could be either well or ill-structured problem representations. The study described in this paper adopted a case study approach to investigate the cognitive reasoning and analytical strategies students employed in conceptualising and deconstructing story and arithmetic well-structured problems. It is hoped that the findings of this study will shed more light on the heuristic ways in which students approach well-structured problem solving and inform the educational design of effective problem solving environments.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Learning and Intellectual Capital (IJLIC):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com
Our Blog 
Follow us on Twitter 
Visit us on Facebook