{"title":"思路","authors":"Reiner Martens","doi":"10.1109/FIE.2018.8659199","DOIUrl":null,"url":null,"abstract":"A simple problem-solving strategy is suggested, which seems to be universally adaptable to a broad variation of applied mathematics problems. As a first step to use this documentation problem-solving strategy, instructors need to define good (memorization) knowledge, and the students do have to memorize the same. The documentation method is flexible regarding the solution development and allows the instructor to get an insight of students’ knowledge. This allows instructors to specifically help students in their individual challenges.","PeriodicalId":354904,"journal":{"name":"2018 IEEE Frontiers in Education Conference (FIE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2018-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The thinking line\",\"authors\":\"Reiner Martens\",\"doi\":\"10.1109/FIE.2018.8659199\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"A simple problem-solving strategy is suggested, which seems to be universally adaptable to a broad variation of applied mathematics problems. As a first step to use this documentation problem-solving strategy, instructors need to define good (memorization) knowledge, and the students do have to memorize the same. The documentation method is flexible regarding the solution development and allows the instructor to get an insight of students’ knowledge. This allows instructors to specifically help students in their individual challenges.\",\"PeriodicalId\":354904,\"journal\":{\"name\":\"2018 IEEE Frontiers in Education Conference (FIE)\",\"volume\":\"6 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2018-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2018 IEEE Frontiers in Education Conference (FIE)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/FIE.2018.8659199\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2018 IEEE Frontiers in Education Conference (FIE)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/FIE.2018.8659199","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
A simple problem-solving strategy is suggested, which seems to be universally adaptable to a broad variation of applied mathematics problems. As a first step to use this documentation problem-solving strategy, instructors need to define good (memorization) knowledge, and the students do have to memorize the same. The documentation method is flexible regarding the solution development and allows the instructor to get an insight of students’ knowledge. This allows instructors to specifically help students in their individual challenges.
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