This study examined how teachers' perceptions and attitudes and students' perceptions impacted the learning outcomes students received from their participation in service-learning. Service-learning is a form of experiential learning that endeavors to enhance students' academic and civic education through participation in community service. Two learning outcomes of service-learning were investigated: student problem solving and leadership skills. The data consisted of survey responses from 443 middle and high school students and their respective teachers that participated in evaluation research conducted by the Texas Center for Service-Learning and Texas A&M University during the 2007-2008 academic year. The survey items used from the teacher surveys focused on whether teachers felt that administrators took their opinions and ideas into account when making decisions regarding the service-learning program, as well as items that focused on teachers' general attitude towards the program. Survey items used from the student surveys focused on whether students felt their teacher enjoyed service-learning projects, as well as survey items that focused on students' selfefficacy in terms of problem solving and leadership skills. The basic hypotheses were: (1) the more institutionalized the service-learning program is in the students' school, the more positive benefits they receive from their program involvement, (2) when students perceive that they have more ownership of the service-learning program, they receive more benefits from their participation, and (3) the more positively students perceive the teacher's perception of the service-learning program, the more positive benefits students receive for their program involvement. Path analysis and multiple regression are used to test the hypotheses. Contrary to what was expected, the data indicated that institutionalization was significantly, negatively related to student problem solving (-.3007, p less than or equal to .001) and leadership skills (-.4020, p less than or equal to .001). As expected, the data showed that student perception of student ownership of the service-learning program was significantly, positively related to student problem solving (1.0845, p less than or equal to .05) and leadership skills (2.4721, p less than or equal to .001). The data also showed that teacher attitude was very important in regard to student perception of the teacher's attitude and student perception of student ownership of the program, as well as student problem solving and leadership skills. The data suggested that the teacher's attitude was more important in terms of student learning outcomes than the student's perception of the teacher's attitude.

The current study, initially aimed to explore the problem solving skills of the sixth grade students within the four-process problem solving framework including the processes of understanding the problem, devising a plan, carrying out the plan, and looking back and evaluating. Secondly, it aimed to investigate the relationships between student and teacher related characteristics and problem solving skills of the students. In the study, a model was proposed based on the related literature and this proposed model was tested by using hierarchical linear modeling (HLM) technique. A total of 2562 sixth grade students from 37 public elementary schools in the eight central districts of Ankara completed a problem solving skills test developed by the researcher and a student questionnaire. At the same time, mathematics teachers of the students participated in the study completed a teacher questionnaire. The results indicated that in general the sixth grade students displayed low performance in the overall problem solving skills test. Moreover, the students performed best in the process of understanding problem whereas they showed the worst performance in the process of looking back and evaluating. The results of the hierarchical linear modeling technique indicated that the student characteristics significantly and positively related to the problem solving skills of the sixth grade students were socioeconomic status, mathematics self concept, extrinsic motivation, use of control strategies, preference for competitive learning situation, and teacher support, on the other hand student level characteristics significantly and negatively related to the problem solving skills of the sixth grade students were mathematics anxiety, giving homework, activities related with homework, and different types of homework. Furthermore, the teacher level characteristics significantly related to the problem solving skills of the sixth grade students were only teacher gender and perceptions about limitations aroused from students. The characteristic of perceptions about limitations aroused from students was negatively related to problem solving skills of the students on the other hand teacher gender was found to be related to problem solving skills of the students in favor of female teachers. It was also found that there was no teacher level characteristic influencing the relationship that was between student level characteristics and the problem solving skills of the students.

The main purpose of the present study was to investigate whether gender, certain relationship characteristics (time elapsed since the dissolution, being the dissolver or the sufferer part, duration of the relationship, sexuality, the broken relationship being the first relationship ever, any present partner, importance of the relationship, importance of the dissolution), problem solving skills, and self- esteem were predictors of psychological distress following a romantic relationship dissolution. It was also aimed to examine the relationships between some relationship characteristics (duration of the relationship, and time elapsed since the dissolution), and psychological distress. The sample consisted of 213 Middle East Technical University students who were out of a romantic relationship within the last year. The data were gathered by administering Problem Solving Inventory, Brief Symptom Inventory, Rosenberg&rsquo / s Self- Esteem Scale, and Demographic Information Form. Multiple hierarchical regression analyses, and analyses of variance were conducted to test the aims of the study. According to the results of the study, the importance of the dissolution, the status of any present partner, time elapsed since the dissolution, impulsive style of problem solving skills, and self- esteem were found as significant predictors of psychological distress following a romantic relationship dissolution. On the other hand, it was found that gender, duration of the relationship, sexuality, being the dissolver or the sufferer, importance of the relationship, the broken relationship being the first relationship ever, and and the remaining five subscales (reflective style, avoidant style, monitoring, problem- solving confidence, planfulness) of problem solving skills did not emerge as significant predictors of psychological distress. In addition, time elapsed since the dissolution yielded significant effect on depression. The findings of the study were discussed in the light of the relevant literature.

First-line supervisors in U.S. retail organizations are unable to resolve nearly 34% of typical daily customer problems for their organizations. The purpose of this single case study was to explore the strategies retail supermarket managers have used to improve 1st line supervisor problem solving abilities within a retail supermarket company in Winston-Salem, North Carolina. The conceptual framework for this study was the skills-based leadership model. Data were collected from semistructured interviews with 4 retail store manager participants with a successful record of improving first-line supervisor problem solving abilities. Additionally, the review of company documents including training guides, training checklists, job descriptions, annual goal setting templates, and company website postings supplemented the semistructured interviews. Data analysis entailed coding, conceptualizing concepts and ideas, identifying themes, and member-checking to ensure the trustworthiness of interpretations. Based on the methodological triangulation of the data collected, 4 themes emerged after the data analysis: (a) the importance of communicating expectations with first-line supervisors, (b) coaching first-line supervisors on performance, (c) first-line supervisor learning and development, and (d) measuring first-line supervisor performance. Findings from this study may contribute to social change by providing insights and strategies that retail store managers can use to improve 1st-line supervisor problem-solving abilities. Improvement in problem-solving abilities may improve employees' lives, communities, and organizational performance.

Kreativitätsförderung im Studium der Informatik ist eine zentrale Herausforderung, um Studierende auf Anforderungen in ihren zukünftigen Tätigkeitsfeldern vorzubereiten. Um einen systematischen Einsatz von digitalen Medien in der Kreativitätsförderung zu ermöglichen, wird im vorliegenden Beitrag eine Systematik entworfen und begründet, die entlang der Phasen und Aktivitäten eines kreativen Problemlösungsprozesses Möglichkeiten des systematischen Einsatzes digitaler Medien identifiziert. Dabei wird deutlich, dass zum einen eine Verknüpfung von Medien notwendig ist, um den Anforderungen an einen kreativen Problemlösungsprozess gerecht zu werden. Zum anderen müssen Mechanismen entwickelt werden, die auf den Aufbau einer längerfristigen Beziehung zwischen System und Benutzer abzielen, damit Interaktion zu neuen Funktionen und schließlich zur Herausbildung neuer Kontexte führen kann.

The purposes of this study were (1) to determine if learning to program a computer in either BASIC or Logo improves the problem-solving skills of fifth grade students when compared to a control group that receives no programming instruction, and (2) to determine if learning to program a computer in Logo is more effective than learning to program in BASIC for improving problem-solving skills in fifth grade students. Subjects were 132 fifth graders from two suburban elementary schools. The materials used in the study were the Computer Challenge Guide for the BASIC group and Logo in the Classroom for the Logo group. The New Jersey Test of Reasoning Skills was used as the pretest and posttest measure.

The major purpose of this study was to investigate the effects of using animal organ dissection in general, and its use specifically in problem-solving as a teaching strategy in Grade 11 Life Sciences education. A multiple methods research design was used for this study. The data collection methods for the quantitative approach were the pre-test, post-test and a questionnaire. The pre-test and post-test had predominantly problem-solving questions. The questionnaire and the tests were administered to 224 learners from four Pretoria East secondary schools from different environments. The data collection methods for the qualitative approach were the interviews with the Grade 11 Life Sciences teachers of the selected schools, lesson observations and relevant document analysis. The interviews were conducted with six Grade 11 Life Sciences teachers teaching at the four selected schools. Findings from both the quantitative and the qualitative approaches were integrated to give an in-depth understanding of the study. The findings show that there were significant differences between the means of the pre-test and the post-test for the total for the whole group of 224 learners. The variables in which the tests were categorised were the rote learning, problem-solving and three learning outcomes of the National Curriculum Statement (NCS). The way in which the learners answered the questions in terms of terminology they used, the confidence they displayed, the level of answering and the explanations they gave when they wrote the post-test were significantly different from when they wrote the pre-test. The significant differences between the means of the pre-test and the post-test may possibly have been due to the intervention. This showed the effectiveness of the intervention which was animal organ dissection in problem-solving. The study also showed that most teachers are not well-acquainted with problem-solving strategies which made it challenging for them to use animal organ dissections to develop problem-solving skills in learners. The attitudes of the teachers and learners towards animal organ dissection and its use in problem-solving as a teaching strategy were predominantly positive with less than a quarter of the whole group being negative due to a variety of reasons which include: moral values, religion, culture, blood phobia, squeamishness and being vegetarian. The majority of learners acknowledged the importance of animal organ dissections in developing skills like investigative, dissecting and problem-solving skills. This acknowledgement resulted in them being positive towards the use of animal organ dissections in problem-solving. One can conclude that animal organ dissections can be used in problem-solving as a teaching strategy in Life Sciences education. The level of learner engagement with animal organ dissections can determine the level of development of problem-solving skills as was evidenced by the differences between the mean scores of the four schools. The study recommended that the teachers should be encouraged to use animal organ dissections more frequently where it is applicable to develop problem-solving skills in learners and not merely let the learners cut, draw and label the organ. Teachers should also focus on problem-solving in general and develop this as a prime strategy. All activities should be prepared by the teacher and implemented in class to encourage and develop problem-solving skills. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / restricted

Syftet med studien är att få en inblick i hur matematiska läroböcker, riktade till förskoleklass, kan bidra till utvecklingen av en problemlösningskompetens. Detta gjordes genom att undersöka omfattningen och placeringen av problemlösningsuppgifter i läroböcker riktade till förskoleklass. Med hjälp av ett tidigare beprövat ramverk kunde vi kategorisera uppgifter från sex olika läroböcker genom en kvantitativ innehållsanalys. Resultatet visade att problemlösningsuppgifter var underrepresenterade i alla läroböckerna och att högst procent problemlösningsuppgifter var placerade som en första deluppgift och minst procent som avslutande uppgifter. Vid de tillfällen där läroböckerna explicit markerat att det handlade om problemlösning var majoriteten av uppgifterna problemlösningsuppgifter. Samtliga läroböcker ansågs innehålla för låg andel problemlösningsuppgifter för att i tillräcklig mån kunna bidra till utvecklandet av en problemlösningskompetens. Placeringen av problemlösningsuppgifterna i läroböckerna var generellt positiv för att kunna bidra till ökat problemlösningskompetens. Att problemlösningsuppgifter dominerar där det beskrivs handla om problemlösning anses vara positivt, dock återfanns ändå 29,5% andra uppgifter, vilket kan skapa en skev bild av vad problemlösning är. / The purpose of the study is to gain an insight into how mathematical textbooks, aimed for preschool class, can contribute to development of a problem-solving competence. This was done by examining the extent and location of problem-solving tasks in textbooks aimed for preschool class. Using a previously proven framework, we were able to categorize data from six different textbooks through a quantitative content analysis. The results showed that problem-solving tasks were underrepresented in all textbooks and that the highest percentage of problem-solving tasks was placed as a first sub-task and the lowest percentage as concluding tasks. At the times when the textbooks explicitly stated that it was a problem-solving task, the majority of the tasks were problem-solving tasks. All textbooks were considered to include too low a share of problem-solving tasks, for it to be able to contribute to the development of a problem-solving competence. The placement of the problem-solving tasks in the textbooks was generally positive, in the meaning that it enabled them to contribute to increased problem-solving competence. Problem-solving dominates where it is described to be a problem-solving task which is considered positive, however, 29.5% other tasks were still found, and that can create a skew picture of what problem-solving is.

Text in Afrikaans, abstract in Afrikaans and English / Hierdie studie is daarop gemik om te bepaal tot welke mate wiskundeleerlinge op skool en onderwysstudente in wiskunde, onderrig in logika ontvang as agtergrond vir strenge bewysvoering. Die formele aspek van wiskunde op hoerskool en tersiere vlak is besonder belangrik. Leerlinge en studente kom onvermydelik met hipotetiese argumente in aanraking. Hulle leer ook om die kontrapositief te gebruik in bewysvoering. Hulle maak onder andere gebruik van bewyse uit die ongerymde. Verder word nodige en voldoende voorwaardes met stellings en hulle omgekeerdes in verband gebring. Dit is dus duidelik dat 'n studie van logika reeds op hoerskool nodig is om aanvaarbare wiskunde te beoefen. Om seker te maak dat aanvaarbare wiskunde beoefen word, is dit nodig om te let op die gebrek aan beheer in die ontwikkeling van 'n taal, waar woorde meer as een betekenis het. 'n Kunsmatige taal moet gebruik word om interpretasies van uitdrukkings eenduidig te maak. In so 'n kunsmatige taal word die moontlikheid van foutiewe redenering uitgeskakel. Die eersteordepredikaatlogika, is so 'n taal, wat ryk genoeg is om die wiskunde te akkommodeer. Binne die konteks van hierdie kunsmatige taal, kan wiskundige toeriee geformaliseer word. Verskillende bewystegnieke uit die eersteordepredikaatlogika word geidentifiseer, gekategoriseer en op 'n redelik eenvoudige wyse verduidelik. Uit 'n ontleding van die wiskundesillabusse van die Departement van Onderwys, en 'n onderwysersopleidingsinstansie, volg dit dat leerlinge en studente hierdie bewystegnieke moet gebruik. Volgens hierdie sillabusse moet die leerlinge en studente vertroud wees met logiese argumente. Uit die gevolgtrekkings waartoe gekom word, blyk dit dat die leerlinge en studente se agtergrond in logika geheel en al gebrekkig en ontoereikend is. Dit het tot gevolg dat hulle nie 'n volledige begrip oor bewysvoering het nie, en 'n gebrekkige insig ontwikkel oor wat wiskunde presies behels. Die aanbevelings om hierdie ernstige leemtes in die onderrig van wiskunde aan te spreek, asook verdere navorsingsprojekte word in die laaste hoofstuk verwoord. / The aim of this study is to determine to which extent pupils taking Mathematics at school level and student teachers of Mathematics receive instruction in logic as a grounding for rigorous proof. The formal aspect of Mathematics at secondary school and tertiary levels is extremely important. It is inevitable that pupils and students become involved with hypothetical arguments. They also learn to use the contrapositive in proof. They use, among others, proofs by contradiction. Futhermore, necessary and sufficient conditions are related to theorems and their converses. It is therefore apparent that the study of logic is necessary already at secondary school level in order to practice Mathematics satisfactorily. To ensure that acceptable Mathematics is practised, it is necessary to take cognizance of the lack of control over language development, where words can have more than one meaning. For this reason an artificial language must be used so that interpretations can have one meaning. Faulty interpretations are ruled out in such an artificial language. A language which is rich enough to accommodate Mathematics is the first-order predicate logic. Mathematical theories can be formalised within the context of this artificial language. Different techniques of proof from the first-order logic are identified, categorized and explained in fairly simple terms. An analysis of Mathematics syllabuses of the Department of Education and an institution for teacher training has indicated that pupils should use these techniques of proof. According to these syllabuses pupils should be familiar with logical arguments. The conclusion which is reached, gives evidence that pupils' and students' background in logic is completely lacking and inadequate. As a result they cannot cope adequately with argumentation and this causes a poor perception of what Mathematics exactly entails. Recommendations to bridge these serious problems in the instruction of Mathematics, as well as further research projects are discussed in the final chapter. / Curriculum and Institutional Studies / D. Phil. (Wiskundeonderwys)

This study focused on teaching strategies preferred and used by grade 8 mathematics teachers, what they thought was most effective for learning mathematics as well as students’ perspectives of their mathematics classroom. The aims of this study were to investigate the teaching strategies used in the South Korean mathematical classroom and to find out how they attain a high performance in mathematics, in comparison with other countries. The target population was chosen from within the Chungcheongbuk Province and ten schools were selected for the study. In order to determine what teaching strategies are used in the South Korean mathematics classroom, a case study using both quantitative and qualitative research methods was adopted. Data collection methods included questionnaires for the students while interviews were conducted with the teachers. The questionnaire contained fifty closed-ended questions divided into different sections to obtain data on teaching strategies used, on preferred learning styles from the students and on how they felt about mathematics and the mathematical classroom. The interview consisted of ten open-ended questions to get feedback from the mathematics teachers on what teaching strategies they used in the classroom and on what they thought were the best strategies with regard to teaching grade 8 mathematics. From the ten sampled schools there were two hundred and two students who participated in this research, and six teachers were interviewed. The results of the study showed that in the South Korean mathematics classroom a combination of direct instruction, practice and teacher guidance helps the students to learn problem-solving skills and to master mathematics. The students indicated that the teachers mostly used chalkboard instruction and that they practiced solving problems using worksheets, past exam paper questions and through homework or private study. The average student studied mathematics for about six hours a week and most attended afterschool academies for further studying mathematics. Although the South Korean students attained a high performance in mathematics it was evident that they indicated a low interest in the subject. The teachers stated in the interviews that they thought the students needed to see examples on the chalkboard, and then the students need to practice with guidance from the teacher. It was evident that the students focus a lot on guided practice, since they study for about six hours a week. The teachers also felt that the curriculum is overloaded and that there was a gap between the better and the poorer level of students in the mathematics classroom, this gap grew bigger as students lost motivation. The responses to the questionnaire showed that 65% of the students were not interested in mathematics; in spite of this South Korea is placed among the best performing countries in the world. The teachers also indicated that mathematics was very highly valued in South Korea and that parents and universities put a lot of pressure on students to perform well in this subject. This study provides better insight into what is happening in the South Korean mathematics classroom, what methods are used and how the students felt about the mathematics classroom and the strategies that are used. Apart from commenting on teaching strategies, there was also an indication of what teaching style the students preferred. The information in this research study can provide answers to questions regarding South Korean mathematics instructional practices and will be useful for future comparative studies regarding the teaching of mathematics in other countries. / Mathematics Education / M. Ed. (Mathematics Education)