Maktabgacha va boshlang‘ich ta'lim Fakulteti,,ingliz tili ’’ fanidan mustaqil ish mavzu: ways of problem solving bajardi: olimova maftuna theme: ways of problem solving

BUXORO DAVLAT UNIVERSITETI

Maktabgacha va boshlang‘ich ta'lim

Fakulteti

,,INGLIZ TILI ’’ FANIDAN

MUSTAQIL ISH

Mavzu: WAYS OF PROBLEM SOLVING

Bajardi: OLIMOVA MAFTUNA

THEME:WAYS OF PROBLEM SOLVING

1. 
   Reasoning and Proving
   
2. 
   Reflecting
   
3. 
   Selecting Tools and Computational Strategies
   
4. 
   Connecting
   
5. 
   Representing 
   
6. 
   Communicating
   

Rich problem solving tasks are those that:

• 
  require students to connect new ideas to previously learned ones
  
• 
  can be solved in many ways, often using different problem-solving strategies
  
• 
  have many possible answers
  
• 
  have personal meaning or relevance to a student
  

Problem solving can be differentiated by providing students with open questions and parallel tasks. Open questions are those that do not have one correct answer and can be accessed from a variety of entry points. Each student is able to investigate the same problem and get out of it what he/she needs. Parallel tasks involve the use of two or more similar tasks that vary in complexity so that students of various levels can all be working on a question that is appropriate and meaningful for them.

Below are some examples of rich problem solving tasks I have created.

1. 
   The city of Barrie is thinking of building a splash pad in one of the local neighbourhood parks. They have decided that the splash pad will have an area of 36 square metres, but they are not sure what shape to use. What might the splash pad look like if it has an area of 36 square metres? How much fencing would be required to go around the splash pad if it was built in the shape(s) you have suggested.
   
2. 
   In art this week we are each going to create a quilt square. Each student will be given a square piece of paper that is 20 cm on each side to decorate with important words and pictures to represent himself/herself. When we are done, we will tape our squares together to make a classroom quilt. There are 24 people in our class, including the teacher. How might we arrange our quilt squares? Use a drawing or model to show how we might arrange our quilt. We would like to include a decorative border around the perimeter of the quilt when it is complete. What is the total length of border we will need to purchase to go all around the quilt if we choose to arrange it in each of the ways you suggested? Show your work and explain how you found the perimeter of each quilt.
   
3. 
   We know that one of the reasons trees are cut down is to make paper and we also know that our class uses paper every day as part of our learning activities. We are going to investigate how much paper we use on a weekly basis. How can we collect data about the amount of paper we use over the next week? How can we organize and display this data? 
   
4. 
   Ms. Ferguson and the other teachers are planning activities for Primary Play Day. They want students to work in equal groups of different sizes. What equal groups could be made with a total of 48 students? How many groups will there be? What equal groups could be made with a total of 56 students? How many groups will there be?
   

The term problem solving has a slightly different meaning depending on the discipline. For instance, it is a mental process in psychology and a computerized process in computer science. There are two different types of problems: ill-defined and well-defined; different approaches are used for each. Well-defined problems have specific end goals and clearly expected solutions, while ill-defined problems do not. Well-defined problems allow for more initial planning than ill-defined problems.^[1] Solving problems sometimes involves dealing with pragmatics, the way that context contributes to meaning, and semantics, the interpretation of the problem. The ability to understand what the end goal of the problem is, and what rules could be applied represents the key to solving the problem. Sometimes the problem requires abstract thinking or coming up with a creative solution.

Psychology[edit]

Problem solving in psychology refers to the process of finding solutions to problems encountered in life.^[2] Solutions to these problems are usually situation or context-specific. The process starts with problem finding and problem shaping, where the problem is discovered and simplified. The next step is to generate possible solutions and evaluate them. Finally a solution is selected to be implemented and verified. Problems have an end goal to be reached and how you get there depends upon problem orientation (problem-solving coping style and skills) and systematic analysis.^[3] Mental health professionals study the human problem solving processes using methods such as introspection, behaviorism, simulation, computer modeling, and experiment. Social psychologists look into the person-environment relationship aspect of the problem and independent and interdependent problem-solving methods.^[4] Problem solving has been defined as a higher-order cognitive process and intellectual function that requires the modulation and control of more routine or fundamental skills.^[5]

Problem solving has two major domains: mathematical problem solving and personal problem solving. Both are seen in terms of some difficulty or barrier that is encountered.^[6] Empirical research shows many different strategies and factors influence everyday problem solving.^[7][8][9] Rehabilitation psychologists studying individuals with frontal lobe injuries have found that deficits in emotional control and reasoning can be re-mediated with effective rehabilitation and could improve the capacity of injured persons to resolve everyday problems.^[10] Interpersonal everyday problem solving is dependent upon the individual personal motivational and contextual components. One such component is the emotional valence of "real-world" problems and it can either impede or aid problem-solving performance. Researchers have focused on the role of emotions in problem solving,^[11][12] demonstrating that poor emotional control can disrupt focus on the target task and impede problem resolution and likely lead to negative outcomes such as fatigue, depression, and inertia.^[13] In conceptualization, human problem solving consists of two related processes: problem orientation and the motivational/attitudinal/affective approach to problematic situations and problem-solving skills. Studies conclude people's strategies cohere with their goals^[14] and stem from the natural process of comparing oneself with others.