The Cyclic Nature of Problem Solving: An Emergent Multidimensional Problem-Solving Framework

By M. Carlson, I. Bloom. 2005

358 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bc3e9304d9d4f1a14ba70c5bcdc137e51da07721

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “First, we provide historical background documenting the evolution of motor skill learning research.”
Every unsuccessful problem solver is unsuccessful in his or her own way: affective and cognitive factors in proving (2009, methodology): “Though the model we use is described in terms of phases, it is not intended to be linear: it encompasses cycles, deviations and stops, as evidenced in ( Carlson & Bloom 2005 ).”
Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics (2009, background): “Specifically, the problem solvers’ ability to try possible solution approaches and to assess the likely outcome of each one has been found to play an important role to their efficient decision making and problem solving success ( Carlson and Bloom 2005 ).”
Transitions and Proof and Proving at Tertiary Level (2011, neutral): “Carlson and Bloom (2005) found that”
Patterns of Metacognitive Behavior During Mathematics Problem-Solving in a Dynamic Geometry Environment (2013, background): “[Silence] Yeah, I can!,” which is consistent with other mathematics education literature (e.g., Carlson & Bloom, 2005; NCTM, 2000; Pólya, 1945/1973).”
Decentering: A construct to analyze and explain teacher actions as they relate to student thinking (2016, neutral): “2008) and problemsolving (Carlson and Bloom 2005).”
The Precalculus Concept Assessment: A Tool for Assessing Students’ Reasoning Abilities and Understandings (2010, background): “Since our goal was to design a test that would assess students’ understandings and reasoning abilities needed for learning central ideas of beginning calculus, we engaged in a series of preliminary studies to investigate the process of acquiring these reasoning abilities and central ideas, including”