Titlebook: Authentic Problem Solving and Learning in the 21st Century; Perspectives from Si Young Hoan Cho,Imelda S. Caleon,Manu Kapur Book 2015 Sprin

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Learning from Productive Failurefailure (PF). The PF learning design affords students opportunities to engage in authentic mathematical practice where they start by generating and exploring solutions to a novel design problem followed by consolidation and knowledge assembly. In doing so, PF affords students opportunities to activa

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Discussing Student Solutions Is Germane for Learning when Providing or Delaying Instructionll-established assumptions of cognitive load theory. However, there are two possible mechanisms in line with cognitive load theory that may explain these beneficial effects: the activation of prior knowledge and intuitive ideas during the problem-solving phase to generate solution approaches and the

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Mathematical Skills and Learning by Invention in Small Groupsof the small groups that engage in them in terms of the mathematical skills of their members. Undergraduates engaged in an “inventing standard deviation” activity. Groups that included both high- and low-skill members generated a broader range of solution attempts and more high-quality solution atte

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2211-4874 processes and outcomes.Shows how authentic learning can be dWith the rapid changes in the social, political, economic and technological landscape around the world, today’s learners face a more globally competitive job market after leaving school. The 21st century, which is characterized by the emerg

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https://doi.org/10.1007/978-3-658-06942-1 introduces readers to theories and empirical studies on designing PBL problems and provides a practical approach to designing real-world problems. Readers can also look at how they can evaluate the effectiveness of problems. Overall, this chapter will help the readers design and evaluate real-world problems for PBL.

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Mathematical Skills and Learning by Invention in Small Groupsmpts during the activity. Both the range and quality of solution attempts that were generated related to better uptake of the standard deviation formula from a later lesson. These results suggest that the composition of the small groups that work together may have an impact on the effectiveness of learning-by-invention activities.