This study aimed at investigating: (a) the psychometric properties of Kolb's LSI-1985 in a Greek sample of pre-service and in-service teachers (N=338), (b) group differences in their learning styles and (c) possible relations between the participants' learning styles and their metacognitive knowledge about the frequency of using various…

Students are often told to use representations to solve mathematics problems, yet it may be a hindrance for many. This article contains an approach, the Graphic Representational Analysis Process, that teachers can use to analyze representations and focus future instruction. (Contains 7 figures.)

The theory and application of second-order linear ordinary differential equations is reviewed from the standpoint of the operator factorization approach to the solution of ordinary differential equations (ODE). Using the operator factorization approach, the general second-order linear ODE is solved, exactly, in quadratures and the resulting…

We present an approach of defining certain transcendental functions as solutions to initial value problems or systems of such problems. This material is suitable for use in a second-semester one-variable calculus course.

Kirschner, Sweller, and Clark (2006) suggest that unguided or minimally guided instructional approaches are less effective and efficient for novices than guided instructional approaches because they ignore the structures that constitute human cognitive architecture. While we concur with the authors on this point, we do not agree to their equation…

Good use of multiple representations is considered key to learning physics, and so there is considerable motivation both to learn how students use multiple representations when solving problems and to learn how best to teach problem solving using multiple representations. In this study of two large-lecture algebra-based physics courses at the…

In this book, 10 strategies that are widely used in problem-solving both in mathematics and real-life situations are examined. Approximately 200 problems are selected to illustrate these strategies. Chapters include: (1) Introduction To Problem-Solving Strategies; (2) Working Backwards; (3) Finding a Pattern; (4) Adopting a Different Point of…

This document is designed to assist teachers in helping students in further development of problem-solving skills. It consists of: a statement of purpose; an introduction (noting the place of problem-solving in junior high school mathematics curricula); a definition of problem-solving; a four-stage general framework for solving problems (which…

This document is designed to assist teachers in helping students in further development of problem-solving skills. It consists of: a statement of purpose; an introduction (noting the place of problem-solving in junior high school mathematics curricula); a definition of problem-solving; a four-stage general framework for solving problems (which…

Compulsory attendance laws seem to assure each teacher a fair share of students who are less than enthusiastic about being in the classroom. Experience has shown teachers that many students in this less than enthusiastic state present discipline and learning problems. Here is a method designed to minimize classroom discipline problems while…

The article offers a curriculum of direct instruction to teach the process of solving arithmetic word problems to learning disabled students. Students are taught to use a plan, to test relevant hypotheses, and to evaluate their work. (Author/DB)

The problem of students entering universities and graduate programs with sub-standard communication skills is becoming more pronounced. Teaching communication skills is an important vehicle for enhancing student work. (BSR)

Several problems that can be used with calculators are provided. Teaching tips and references are included. (MNS)

Some misconceptions about learning are discussed and specific suggestions for helping students in a college developmental mathematics class learn how to learn mathematics are presented. Extensive footnotes are appended. (MNS)

Involving students in generating and solving their own problems is proposed. A method for generating problems by using a number puzzle is presented. Ideas for using the "what if not" technique are also given. (MNS)