[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598881-105":59,"doc-detail-598881-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","applying-cooperative-techniques-in-teaching-problem-solving-an-experiment","Applying Cooperative Techniques in Teaching Problem Solving - An Experiment","","The document examines teaching mathematics problem solving through cooperative learning techniques. It motivates the need for dialogue in instruction, noting limitations of front teaching in larger classes and the scarcity of open problems and investigations in typical problem collections. It summarizes a planned experiment aimed at assessing how regular cooperative teaching influences students’ problem-solving skills and provides better insight into their problem-solving processes, distinguishing routine from non-routine problems and introducing the role of open problems.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/applying-cooperative-techniques-in-teaching-problem-solving-an-experiment/598881/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/applying-cooperative-techniques-in-teaching-problem-solving-an-experiment/598881.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is teaching problem solving considered a key goal in mathematics education?","Question",{"text":112,"@type":113},"Problem solving is described as developing cognitive abilities, strengthening the application of mathematical knowledge, improving creativity, and serving as a basic life skill.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What limitations does the document identify with front teaching for problem solving?",{"text":117,"@type":113},"Front teaching is said to be less effective in situations with large class sizes, where only a few students actively participate and others may copy board work without understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the purpose of the cooperative teaching experiment described in the article?",{"text":121,"@type":113},"The experiment is designed to determine the effects of regularly using cooperative teaching techniques on students’ problem-solving skills and to improve understanding of how students solve problems.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598881,1792231941,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Applying Cooperative Techniques in Teaching Problem Solving  \nKrisztina Barczi1  \n• Teaching how to solve problems – from solving simple equations to solving difficult competition tasks – has been one of the greatest challenges for mathematics education for many years. Trying to find an effective method is an important educational task. Among others, the question arises as to whether a method in which students help each other might be useful. The present article describes part of an experiment that was designed to determine the effects of cooperative teaching techniques on the development of problem-solving skills.  \nKeywords: Cooperative techniques; Problem solving; Investigation; Open problem  \n1 PhD student, University of Debrecen and Teacher of Mathematics, Neumann János Secondary School, Hungary; [bkrixta@gmail.com](bkrixta@gmail.com)  \nUporaba sodelovalnih tehnik pri poučevanjureševanja problemov  \nKrisztina Barczi  \n• Poučevanje reševanja problemov – od reševanja preprostih enačb pa vsedo reševanja zapletenih tekmovalnih nalog – je že več let eden izmednajvečjih izzivov pri pouku matematike. Iskanje učinkovite metode je pomembna izobraževalna naloga. Med drugim se postavlja vprašanje, ali je tehnika sodelovalnega učenja, pri kateri si učenci medsebojnopomagajo, lahko uporabna. Predstavljeni članek opisuje del raziskave, ki je bila zasnovana z namenom, da pokaže vpliv tehnik sodelovalnegapoučevanja na razvoj spretnosti reševanja problemov.  \nKljučne besede: sodelovalne tehnike, reševanje problemov, raziskovanje, odprt problem  \nIntroduction  \nTeaching problem solving is one of the most important aims of mathematics education. The reason for this is that problem solving develops cognitive abilities, emphasises the application of mathematical knowledge, improves creativity, etc. (Schoenfeld, 1992), while also being a basic skill that is needed in all areas of life (Kirkley, 2003). In Hungary, mathematical problem solving has a strong tradition, but mainly for gifted students; for students of average ability, there are currently some issues regarding the teaching of problem solving. The first and most widespread method is front teaching. Due to the fact that class sizes in many schools are quite large (approximately 30 students), this method is not the most effective in some situations. There is no doubt that, when teaching problem solving, a kind of dialogue needs to be present between the teacher and the students. This enables the teacher to simultaneously guide the children towards both the right solution and the right way of thinking. If the teacher asks the whole class questions, there are usually only a small number of students who take part in the dialogue actively, students who understand what is going on and would probably be able to solve the tasks on their own. What about the others? Some students will listen in silence and try to follow the discussion, while others will copy everything from the board but not necessary understand it. It is precisely this situation that gave rise to the idea of using cooperative teaching. Moreover, the problem collections used in class contain hardly any open problems and lack investigations. Many tasks can be solved simply by following “recipes”, algorithms. The problems that are closest to the open problem type are those involving geometric constructions or parametric equations, as well as those that provide an opportunity for discussing multiple solutions. These rarely appear in lessons but are frequently present in mathematics study sessions and among mathematics competition problems.  \nIn order to try to improve this situation, an experiment was planned and carried out that was designed to determine the effects of the regular use of cooperative teaching techniques on the development of students’ problem solving skills, and to provide improved insight into how students solve problems. The article presents a part of this experiment.  \nTheoretical Background  \nProblem solving  \n","cbCaiigROjuuVtkz","https://ap.wps.com/l/cbCaiigROjuuVtkz","pdf",249228,18,"English","# Introduction\n## Theoretical Background\n### Problem solving\n### Open problems","[{\"question\":\"Why is teaching problem solving considered a key goal in mathematics education?\",\"answer\":\"Problem solving is described as developing cognitive abilities, strengthening the application of mathematical knowledge, improving creativity, and serving as a basic life skill.\"},{\"question\":\"What limitations does the document identify with front teaching for problem solving?\",\"answer\":\"Front teaching is said to be less effective in situations with large class sizes, where only a few students actively participate and others may copy board work without understanding.\"},{\"question\":\"What is the purpose of the cooperative teaching experiment described in the article?\",\"answer\":\"The experiment is designed to determine the effects of regularly using cooperative teaching techniques on students’ problem-solving skills and to improve understanding of how students solve problems.\"}]","Applying Cooperative Techniques in Teaching Problem Solving - An Experiment | PDF",1792087773,45]