The effects of using drawings in developing young children’s mathematical word problem solving: A design experiment with third-grade Hungarian students

Problem solving in mathematics: the significance of visualisation and related working memory

“…The efficacy of specifically instructing problem solving visualisation was examined by Csíkos et al (2011) in relation to junior-aged pupils in their Hungarianbased study. For the experimental group, teachers encouraged diagram production and particularly promoted schematic representations, while the control group received traditional problem solving education.…”

“…Visualisation in mathematics may be used more generally by younger pupils (Holmes & Adams, 2006). Csíkos et al (2011) report the Hungarian description of problem solving as significant to pupils' ability to translate formal educational experience into skills for later and everyday life: a consideration topical in current English and Welsh educational thinking. However, while the research considered so far indicates that visualisation can be helpful for problem solving, it also highlights individual differences in the ability to use this method.…”

“…Mathematics forms part of a logical progression of conceptual development, starting at the beginning of formal education (and earlier) (for example, Cline, 2008;Wynn, 1998). Csíkos, Szitányi, and Kelemen (2011) highlight the significance of using problem solving when teaching mathematical skills in order that those skills may be applied in real life and future contexts. On developing problem solving skills, Fairclough (2011) argues that essential primary aged problem solving procedures remain constant at secondary examination level.…”

From Data Through Coding Toward Categorizing: Negotiating Data Analysis in Constructivist Grounded Theory

“…Then, the drawing becomes a reflected object . In this case, the drawing can be used as an appropriate visualization method (Csíkos, Szitányi, & Kelemen, 2012). According to me, the reflection or the visualization method is not static but it evolves because the problem does not say to draw and the student does not end the solving with the drawing.…”

Teaching Area Measurement and Subgoals through Problem Solving

“…• draw a diagram (Csíkos, Szitányi, & Kelemen, 2012;Novotná, Eisenmann, Přibyl, Ondrušová, & Břehovský, 2014;Pantziara, Gagatsis, & Elia, 2009;Uesaka & Manalo, 2006) • guess and check/trial and error (Capraro, An, Ma, Rangel-Chavez, & Harbaugh, 2012;Elia et al, 2009;Novotná et al, 2015;Novotná et al, 2014;Stacey, 1991) • think of a simpler problem (Goldin & Germain, 1983;Weber & Lockwood, 2014) • analogy (Novotná et al, 2014) • modelling the general on the particular (Goldin, 2010) • look for a pattern (Tanişlf & Õzdaş, 2009) • work backwards Novotná et al, 2014) • make a systematic list Novotná et al, 2014) • auxiliary elements • setting up equations (Novotná et al, 2014) • omitting a condition • subgoals (see section 2.3.5)…”