problem solving map pdf

Bring an innovative approach to teach and learn math to your school!

Our program prepares your teachers to transfer effective quantitative thinking skills to their students.

Problem Solving Maps method has been used by hundreds of teachers impacting thousands of children in different countries

What is the Problem Solving Maps method?

Problem Solving Maps (PSM) are graphical representations of critical thinking processes needed to solve math problems successfully. The maps are 1) Example-Conclusion Map, 2) the Multi-Rule Map and 3) the Math-Breaker Map.  The purpose of these maps is twofold: 1) to provide support in learning a specific topic and 2) to map out problem-solving strategies that are generic enough to be used on a large variety of math content.

• Instructors, tutors or parents can use PSM to teach a large variety of topics
• PSM do not take a long time to learn
• Students learn thinking and problems solving skills that are transferable from one math topic to the next
• PSM are very effective to diagnose where students are having trouble
• With PSM, students can have better notes to study
• With PSM, student can improve self confidence and performance

Training Content

We create a dedicated space for your school.  the training program has the following features:, prerecorded videos, private online community.

Participate in a private online community  to share their examples and get feedback from the instructor and other participants.

Live sessions

Join several live sessions via Zoom to ask any questions and learn additional information.

Access a library of examples to use as a starting point to create teaching materials.

Use ready-to-use blank PSM templates to do your Maps

Download a 150+ page workbook that you can use as a reference

Train others with worksheets that are included to streamline the process of learning the Maps

Certificate

Get a certificate of participation.

Praises for Problem Solving Maps

 "We are glad that we turned to the Problem Solving Maps (PSM) system as one of one of our strategies to improve students' quantitative thinking skills in the Philippines.  We have been able to positively impact thousands of students in our schools." 

Dr. Jeni Corpuz Superintendent, Department of Education - Philippines

 "I attribute much of the success of my Math students to the use of the Problem Solving Maps (PSM). This mathematical tool helped my students understand different concepts in Math, which are crucial to their success not only in school but in preparation for the Math portion of the ACT and SAT Tests as well". 

Felesia M. Harrel Johnson Founder, College Bound Academic Center - USA

 "We have observed that with Problem Solving Maps (PSM) students get a deeper and quicker understanding of math concepts for topics that are usually challenging.  PSM methods are without a doubt a cutting edge process to teach quantitative and logical reasoning skills." 

Maciej Winiarek Critical Thinking Specialist - Poland

 "The Problem Solving Maps are helping our students make concrete their thinking about abstract concepts. This process also allows teachers to clearly see where students are struggling so they can address these concerns easily and directly."

Vikki Wandmacher Principal, White Pine Middle School - USA

 "The [PSM] math tools enable us to organize our thought by a pattern. Learning a thinking pattern makes life much easier, not only in studying math but also in various aspects of everyday life." 

Motoi Tobita, Ph.D., Master Lead Facilitator, TOCFE - Japan

 "With the Problem Solving Map (PSM) system, it is very easy to find out the gaps students have in their knowledge.  I am glad I learned PSM so I can help my students being successful." 

Karyna Lopez Award Winning Math Teacher-Mexico

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Meet the instructor.

Dr. Danilo Sirias has a Master’s degree in Industrial and Systems Engineering and a Ph.D. in Business Administration. He is also a certified Critical Chain Project Manager and a certified TOCICO thinking process implementer. Dr. Sirias created the Problem Solving Maps methodology to teach mathematics which is currently being used in several countries.

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Problem Solution Mapping — Everything You Need to Know!

Edraw content team, do you want to make your problem solution mapping.

EdrawMax specializes in diagramming and visualizing. Learn from this article to know everything about what is a problem solution map, problem-solving process, how to make your problem solution map. Just try it free now!

When facing a problem, you have two options. You can either continue untangling the problem in your mind. Or, you can put it all out in a problem-solution map and save time and energy. A problem-solution map helps you find the root cause of the problem. Then, when you know the reasons, you can also find your ultimate solution.

So, let's explore more about problem and solution maps and elements of the problem-solving process in the following guide. We'll also learn about EdrawMax - a free online software to fulfill all your diagramming needs!

So, let's dive into it!

1. What is a Problem Solution Map

A problem solution map represents a logical analysis of available data leading towards a solution. In other words, a problem solution map uses the given data to provide a solution to the problem. A straightforward solution map can have various elements. Typically, it has the following structure:

• a problem statement
• problem definition
• possible causes and effects
• an effective solution

You can change the structure of a solution map according to the problem. However, it should include all the possible laws and principles at all stages to find a practical solution. Solution mapping is crucial and better than thinking about a solution. It's because solution mapping makes you visualize your problem and simplify it.

You consider all the possible reasons behind the problem and milestones to achieve to solve it. As a result, your thoughts become organized and clearer in a visual representation. It also saves your time and effort and increases your productivity.

2. Problem-Solving Process

Practical problem-solving is more than just visualizing and figuring out the solution. It is a process with several steps to guide you to the optimal solution. It includes:

• Problem definition
• Problem analysis
• Possible solutions
• Analysis of the solutions
• Select the best solution
• Execute the solution

Let's explore these!

Problem Definition

Before you start working on your problem solution map, you should define your problem. It might surprise you but defining a problem is more challenging than just writing it on paper. It's because the main problem is often a vague idea merged with unnecessary, distracting conflicts. So, please understand the problem and clear up its confusion.

Problem Analysis

After defining the problem, the next step is to analyze it. When deciding if a solution will truly work, it is vital to recognize where the problem begins, how it fits with the latest advancements, and what the present environment is.

For instance, the following is a problem solution map example. It is a problem tree designed on EdrawMax displaying the causes behind poor health conditions among Gapachi Vileans. You can tell a problem's roots from its consequences (branches) by comparing them to a tree (trunk).

Possible Solutions

In this step, you should focus on solutions. However, it is essential to come up with as many solutions as possible without evaluating them. You should consider it a solution, even if it seems vague. So, think for some time and list all the ideas that come to mind as solutions to the problem.

Analysis of the Solutions

Here, you will go back to all the solutions you wrote in the previous step. Then, you will consider each idea individually and investigate it. When analyzing an argument, assess its positive and negative aspects and whether it addresses the problem entirely. You can also write unique benefits of each idea to differentiate it from others.

For example, consider this Graphic Organizer: Problem Solution diagram by EdrawMax. It simplifies finding a solution as you can write all the possible choices and their pros and cons. Then, you can select the most effective solution as the final one.

Select the Best Solution

After writing the pros and cons of all the ideas side by side, you need to filter the best solutions from the list. You can also improve it by revising the ideas and refining their individual traits. In the end, you might have one or more solutions (the best ones!). If not, consider reevaluating the problem statement or repeating the 3rd and 4rth steps.

Execute the Solution

Once you have come up with the solution, the final step is to execute it. Then, consider what you should do next to follow that particular solution. In other words, you need to plan your solution to solve the problem.

3. Visualize Your Problem Solution Map Process

The best thing about a solution map is that it is open-ended. However, it also means no hard and fast rule or rocket science behind creating a solution map .

Still, creating a problem and solution map from scratch takes a lot of work. The good thing is that you can always take advantage of powerful software like EdrawMax . It is an incredibly powerful online service to tackle all your diagramming needs.

EdrawMax has all the features you need to visualize your problem-solution map. For instance:

• You can insert tables, charts, timelines - anything that can help define and analyze the problem and/or solutions.
• You can add, remove, replace, and do much more with symbols and shapes through Predefine Libraries in EdrawMax.
• You can use the Connector feature and drag it to draw a line (arrows) to a connection point on the shape you want to connect to.
• You can edit color, line weight, dash style, and arrow style using the Line or Line Style feature to customize your solution map.

What else? You can also find hundreds of ready-made solution map templates on the EdrawMax community. These editable templates make everything easy, as you can edit them according to your preference. Creating a solution map from scratch takes less time and effort.

4. Conclusion

Every problem has a solution, but finding that solution can be challenging. The road map to finding the ultimate solution is often chaotic and messy. With a problem and solution map , you can visualize your problem, its root causes, and possible solutions. A problem solution map is a way to analyze the available data and find the perfect solution to solve the problem. With EdrawMax , you can easily create your problem solution map. Or you can also save time by editing an already published template on the EdrawMax community!

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The Simple Guide to Problem Mapping (only 4 steps)

In this short post I’m going to show you how to create a visual model of your complex problem with a 4-step problem mapping method.

This type of modeling can be applied to any complex social problem, like homelessness, poverty or crime. Whether you’re a street activist or long-time systems change practitioner, the systems thinking method I share below can help you gain understanding about the structure and dynamics of your problem and increase your likelihood of making good decisions about solving it. 

These are the exact steps we use to start mapping in my online course about systems thinking and solving social problems .

In the post I’ll also talk about the different types of problem mapping, how mapping itself is a problem-solving process, and give an example of mapping the issue of illegal opioids.

It doesn’t matter what you call it

Let’s get this out of the way first. There’s a lot of methods for visualizing connected ideas or systems, including problem mapping, mind mapping, cognitive mapping and issue mapping. There’s also a variety of ways people refer to the results: mind maps, mental models, causal loop diagrams, solution maps, and problem solution maps.

When you’re just getting started, jargon and differences in mapping method don’t matter very much. My intent in this blog is to remove the somewhat artificial barriers that prevent people from regularly creating and using problem maps.

For now, I don’t want you to worry about any of this. Just begin with Step 1 below by putting your ideas about the problem and its causes on paper. You can easily adjusting your map later if you want it to reflect a certain mapping protocol.

Problem mapping as problem-solving process

Mapping is just one of many problem solving techniques. But, it is particularly suited to complex problems with many variables and interconnections. Whereas verbally describing a series of complex relationships is very difficult, a simple picture really can be worth a thousand words.

At the beginning, it’s important to recognize that the goal isn’t to create a perfect representation of reality. That’s not possible and it would be foolish to try. Rather, the process of creating the map is about gaining insight about problem in way that can’t be had with words or equations alone.

Along the way, you’ll make explicit many assumptions you have about the problem, as well as how they are connected. In other words, mapping allows you to simultaneously capture details about parts the problem while creating a representation of the “big picture.” This type of switching back and forth from reductive analysis to synthesis is an excellent complex problem-solving approach .

Mapping isn’t a choice

You might not think you need to formally model your problem, but the question is not whether you should model or not. Mental models are always used, even if only implicitly in our heads or baked into the assumptions we make. The choice is really about whether you want to use an implicit and vague model in your head or you want to use an explicit and detailed model.

I know you already have a rudimentary idea about your social problem and what causes it. This is your most basic mental model of the problem. The question is – how accurate is it? For most people who haven’t written it down, the model in their head is simple, perhaps a linear cause and effect model.

Complex problem mapping example: illegal opioids

As an example, let’s look at the issue of illegal opioids.

The two opioid models and policies I show bel0w are adapted from Narcotics and the Community: A System Simulation . Note that this is a simplified version for instruction purposes only and doesn’t reflect the intricacies of more recent opioid issues likes prescription opioids and fentanyl.

The logic of the model is straight-forward: with less illegal opioid supply, there will be less addiction and thus less addiction-related crime. It’s intuitive and easy to remember. Our minds are full of models like this, each fairly simple because the human brain isn’t able to hold more than a handful of variables in mind at the same time. 

While it is hard to disagree with the premise of the simple cause and effect model, mistakes can happen when we assume the effects of our actions will be similarly simple and linear. For example, one common policy recommendation to reduce opioid addiction has been to curb the supply of illegal opioids. Let’s examine the consequences of this policy with a slightly more detailed model that captures its additional complexity.

Adding variables, or nodes

Let’s add three additional variables (or nodes) not in the simple model.

The number of opioid addicts isn’t one static number (a fixed quantity, or “stock” as it’s referred to in a stock and flow diagram). Rather, the number is determined by rates of addiction and attrition (or “flows”). So let’s add “addiction rate” and “attrition rate” to the map.

Because a reduced opioid supply would make the price of illegal opioids rise, let’s add “opioid price” as well.

Causal feedback loops

In the simple cause and effect model, price isn’t considered and any reduction in the supply deterministically reduces addiction and crime. But, adding the price of opioids to the model gives us a counterintuitive feedback loop: because addicts need more money to get the same amount of opioids, reducing the supply could actually make crime worse.

On the other hand, the addition of price to the model also mediates the rate at which people become addicted (represented by addiction and attrition rate nodes). When the price is high, there are fewer new users, which is good.

The point of the more complex model is not to show that reducing the illegal supply of opioids is a good or bad policy. Like all actions aimed at social problems, it is a trade-off between benefits and costs.

Rather, my intent is to show that overly simple mental models of a problem, even when logically correct, can lead us to make decisions that lead to unintended consequences. Better models don’t necessarily help us find the right solution, but they can supply needed insight about how the problem works systemically and give a sense of how our actions may cascade through the larger system.

So, if you don’t already have an explicit model of your problem or if you’re just working from a simple linear model in your mind, here are the steps you should take to create your own.

Problem mapping in four steps

Step 1. brainstorm primary causes and concepts.

Think of a problem and spend some time brainstorming all of its causes, including any other relevant concepts. For now, concepts can be any important variables in your problem: actors, stocks (e.g. quantities) and flows (e.g. rates), or even abstract concepts (e.g. wealth, democracy, etc.). Keep these tips in mind:

• Use nouns and avoid verbs, since actions will be represented in the map with arrows.
• Try to pick things that can go up or down in quantity, strength or influence over time.
• Be as specific as possible. When possible choose metrics over abstract concepts.

You might have a long list, and some causes and concepts may be more important that others. That’s OK.

For our purposes to get started, select the top 3-5 causes. These are the issues you believe are most fundamental in causing your problem.

My example below has only three primary causes for simplicity, but yours may have more. After you get through the steps there will be plenty of time for you to add or subtract variables.

Step 2. Brainstorm second-order causes

Most people think step 2 is about brainstorming solutions. But don’t do that yet! You don’t yet understand how the problem works, so solutions at this point will likely be similarly incomplete. To start getting a fuller picture of how your problem functions as part of a larger system, brainstorm second order causes. To put it simply, what causes each of your primary causes?

You can pull second-order causes from your initial brainstorming list, or brainstorm a new list for each primary cause.

Once you do that, your model may look something like this:

Step 3. Add interrelationships between causes

We’re getting closer to a comprehensive model – just two more steps to go!

In this step you operationalize the biggest insight about complex systems: the relationships are more important than the components . Right now, you still have a fairly simple, linear model. Every node leads directly to your problem, which makes it a kind of hierarchy.

I’m fairly certain that in real life your problem exists in a more complicated web of connections. In this step you connect causes that have a relationship to any other cause, even those that don’t lead directly to the problem.

For example, one of your second-order causes may be related to another second-order cause. That may sound confusing, but your task right now is just to draw connections between any two nodes that you feel might affect each other (see red lines in model below). 

Step 4. Define causality of each relationship

The final step is to characterize each of the relationships between nodes as increasing or decreasing (for example, Cause #1a increases Cause #1, or Cause #1a decreases Cause #1).

A plus sign represents increase and a negative sign represents decrease.

Use this question to help you determine the direction of the relationship:

When this component increases, does the other component increase or decrease?

Note that sometimes nodes will have a two-way relationship. For example, in the model below an increase in Cause #1 increases Cause #2a, but an increase in Cause #2a decreases Cause #1. This is a balancing feedback loop.

The first draft of your model is complete. Who-hoo!

Three problem mapping principles

Here are a few words of guidance to keep in mind as you start modeling.

#1. Always model a problem, never a system

Problems themselves dictate the necessary boundaries that formal systems (like the education system) do not.

#2. The map is not the terrain

Your model is only an abstraction of reality and should always be regarded with a degree of skepticism and knowledge that the terrain may change.

#3. All models are wrong and incomplete

The purpose of using a model isn’t to find the solution, but to increase your understanding of the problem and explore the effects of possible interventions.

The whole process is most valuable when you remember that mapping is more of an art than science.

What to do after you’ve created a first draft

Share it with others for feedback.

There’s a few directions you can go from here. The first is to talk through your model to a trusted colleague who also has some understanding of the problem, or encourage them to create their own model following these steps.

Differing perspectives can uncover different assumptions about the problem and lead to fruitful dialogue. Your model can be updated based on feedback, or you can work with your colleague to combine models, adding and subtracting nodes and relationships as you see fit.

Convert it into a fuzzy cognitive map

The other direction is to convert your model into a fuzzy cognitive map using computer software. This is super exciting because it allows you to run simulations of potential changes you could make and see resulting changes in the system as a whole.

For example, in the earlier opioid addiction model we could run a simulation of a policy that provides free legal supply of opioids to addicts (in an effort to reduce both crime and long-term addition), and calculate system-wide changes. This helps uncover feedback loops and potential unintentional consequences.

Creating a fuzzy cognitive map only requires a few additional steps. I go through them step-by-step plus how to run what-if scenarios in my next blog posts.

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"Improving Students' Problem Solving Skills in Mathematics using PROBLEM SOLVING MAPS in Grade 4 pupils of Plaridel Elementary School"

Problem Solving Skills is one of the most important factors for students to solve problems in Mathematics and think critically. The skills that we need in order to be able to think critically are varied and include observation, reflection, evaluation, inference, explanation, problem solving and decision making. This Action Research describes the implementation of PROBLEM SOLVING MAPS to enhance students thinking skills of Grade 4 Pupils in Plaridel Elementary School. The Classroom Action Research was conducted last quarter of the grading period. As the result of application using Problem Solving Map, it is found out that 39 out of 44 pupils or 88.64% of the pupils have showed improvement in Problem Solving Skills and only 5 pupils or 11.36% of the pupils needs more appropriate practice and remediation program. Several factors may be contributed to Problem Solving Skills difficulties. One factor is that most pupils are struggling in basic mathematical operations and reluctant to solve mathematics problems. It is for this reason that the researcher conducted an action research to find some teaching strategies that will improve the problem solving skills of Grade 4 pupils of PlaridelElementary School using PROBLEM SOLVING MAPS. Introduction:

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Critical thinking is one of the important indicators for students to be competing in the world of work and personal life, students must have the ability to solve problems and must be able to think critically. One effort to improve critical thinking skills, especially in math lessons is to implement problem-solving learning. This article describes the implementation of problem-solving learning in improving students' critical thinking skills of grade VIII SMP Negeri 5 Bulukumba obtained through classroom action research that is conducted for 2 cycles with the result that with the application of learning problem solving can improve the ability of critical thinking as seen from the indicators the success of 35 people or 87.5% of students have completed learning mathematics and as many as 5 people or 12.5% of students have not finished learning math. In addition, the activity of students in the learning process also achieved the success indicator that overall there is 70.5% in the first cycle increased to 88.5% in cycle II and the implementation of learning (the ability of teachers in managing class and student activities) increased in the same category the good category.

Rahmah Johar

This study investigated pre-service teachers’ perception of the effectiveness of teachers’ effort on developing democratic classroom in video excerpts. Pre-service teachers watched video excerpts of teacher efforts on developing democratic classroom. There are 30 participants in the second year of the teacher education program in Aceh, Indonesia, provided data for the study. They enrolled in a Teaching and Learning Mathematics Strategy II for primary school. They fill observation form. The data indicated that many pre-service teachers struggled to identify evidence of democratic classroom. According to the evidence proposed, it was most likely that the pre-service teachers considered democratic means teacher should listen to their students. Most of the pre-service teachers also thought that rule and its penalty should be proposed by teacher. However, as they observed more videos, they became more aware of democratic classroom, thus they can provide more evidence and more ideas about how to improve a better democratic environment in classroom.

International Symposium on Mathematics Teaching Published Proceedings

Megan Burton

This study examines the evaluation of student thinking by teacher candidates when they are observing and when they are engaged in the practice of teaching during a mediated field experience. Teacher candidates co-led elementary science, technology, engineering, and mathematics summer experiences for three weeks. Data from three teacher candidates in one classroom of eighteen children ages seven to eight were examined. Teacher candidates observed students when peers were teaching and also examined work and took anecdotal notes during their own teaching experiences. These data were analyzed using Interpretative Phenomenological Analysis. Findings provide insight into teacher candidates’ perceptions of elementary students’ mathematical thinking when in various field experience roles. This insight can help teacher educators plan experiences that deepen teacher candidate understandings of student thinking.

PROJECT-BASED EDUCATION AND OTHER ACTIVATING STRATEGIES IN SCIENCE EDUCATION XVI

Martin Rusek

This contribution aims at the actual meaning of results gained from student testing via problem tasks. According to Koreneková (2018), positive responses do not necessarily mean that students managed to solve the problem tasks and reached the expected outcomes defined in the national curriculum. Concurrent think-aloud method was used to identify strategies students (N = 16) used to solve problem tasks. The results were worse than in the pilot testing of the same tasks. Many false-positive results were identified which puts the original test results into question.

Proceedings of the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7)

Aisling Twohill

It is with great pleasure that we present the following proceedings from the Seventh Conference on Research in Mathematics Education in Ireland (MEI 7), which took place in Dublin City University in October, 2019. Our conference theme Mathematical Literacy, throughout and beyond education aims to foreground learners’ engagement with mathematics at all stages of the education system, and their development of mathematical proficiency within and beyond formal classroom settings. Mathematical literacy encompasses a learner’s proficiency to engage fluently with mathematical concepts, and to apply mathematical thinking in non-routine and novel situations. Mathematically literate children and adults recognise the mathematics in a situation, and understand how to mathematise a scenario in order to problem solve. Equally, mathematical literacy includes the capacity to interpret and analyse scenarios presented through mathematics. Mathematically literate individuals are thus less vulnerable to being convinced by inaccurate interpretations of data and mathematics. A key aspect of mathematical literacy is fluency in expressing one’s mathematical thinking in a clear and convincing manner. The notion of what it means to be mathematically literate is to a large extent dependent on the context in which mathematics is used. Some consider performance in examinations to be a determinant of the level of mathematical literacy. However, successfully completing daily activities and routines such as travelling and cooking all rely on fundamental mathematical literacy, for example, knowledge of distance, time, weight and temperature. For educators, mathematical literacy encompasses far more than an ability to do mathematics oneself, but also to be able to ascertain where the learner is at in their mathematical understanding and to scaffold and extend that learning. The education system in Ireland plays a key role in developing the mathematical literacy of all learners, to support full engagement with 21st century society. Central to such active citizenship is the propensity to apply mathematical concepts beyond the walls of the various classrooms where mathematics is taught; at primary, secondary and third levels. In these proceedings of MEI 7, we present papers that reflect a broad variety of mathematical research that is taking place in Ireland and further afield. Collectively, the authors seek to solidify and progress the research field of mathematics education, throughout and beyond Ireland.

September 2018

JEGYS Journal

The purpose of this analytical review was to investigate the uses of the TASC model to teach gifted students and develop their creativity. The researcher decided to select studies of the TASC model, which were not used by Maker, Alhusaini, Zimmerman, Pease, Schiever, and Whitford (2014) in the Saudi project. The studies included 30 out of 367 studies that were chosen for the Saudi project. Out of the 30 studies, the researcher selected 15, which he identified as school-based projects in which the TASC model was specifically used or described in teaching. The researcher also added six books that were written by Belle Wallace and colleagues. All of the reviewed publications suggested that the TASC model has been an effective, useful, and practical method with all students from different grade levels and of different abilities (especially with those who were gifted), as well as in all different content areas, to teach students and develop their creativity. The researcher identified limitations across the reviewed studies and publications, such as omissions of data collection procedures, data analysis processes, and lack of information about the participants as well as the interventions. Also, most of the studies provided qualitative results with no further discussion or explanation. More high quality research is needed to improve the scholarly conversation around this model.

Journal of Indian Education

seema shukla ojha

History is a written record of human experiences across time and space. The learners of history need to relate various kind of available sources to understand historical events and concepts. It is however observed that the classroom teaching in history is blended with a collection of facts, rote memorisation leading to boredom, leaving very little space for critical thinking among students. It is pertinent for teachers to evolve effective ways of learning history to generate and retain interest in the subject. How we can make the teaching-learning of history effective in schools, is a question frequently asked in different forums. This paper is the outcome of an educational intervention, with an objective to explore the effectiveness of integrating student-centred measures in a social science classroom at the elementary stage as a medium to enhance critical thinking skills and student engagement.

Mohammed Al-Amri , Abdullah Ambusaidi

The idea of integrated curricula is one of the ideas which have been suggested for developing curricula and improving teaching methods and techniques, especially the ones associated with young children. The integration between science and art has a long history since both subjects are highly interrelated to each other. Science benefits from art in many ways such as explaining scientific phenomena, drawing and building sciences' models, whereas art benefits from science by using scientific phenomena as a source for developing: (1) drawing and painting and (2) children's imagination. The aim of the current study is to investigate the impact of using the integration approach between science and art to develop science process skills among 5th grade female students. The sample consisted of 58 female students which were divided into two groups; the experimental group (N=29) which was taught the science content by the integration approach and the control group (N=29) which was taug...

Muhammad Yaumi

This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.

Dawood Al-abri

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Nine essential problem solving tools: The ultimate guide to finding a solution

October 26, 2023 by MindManager Blog

Problem solving may unfold differently depending on the industry, or even the department you work in. However, most agree that before you can fix any issue, you need to be clear on what it is, why it’s happening, and what your ideal long-term solution will achieve.

Understanding both the nature and the cause of a problem is the only way to figure out which actions will help you resolve it.

Given that most problem-solving processes are part inspiration and part perspiration, you’ll be more successful if you can reach for a problem solving tool that facilitates collaboration, encourages creative thinking, and makes it easier to implement the fix you devise.

The problem solving tools include three unique categories: problem solving diagrams, problem solving mind maps, and problem solving software solutions.

They include:

• Fishbone diagrams
• Strategy maps
• Mental maps
• Concept maps
• Layered process audit software
• Charting software
• MindManager

In this article, we’ve put together a roundup of versatile problem solving tools and software to help you and your team map out and repair workplace issues as efficiently as possible.

Let’s get started!

Problem solving diagrams

Mapping your way out of a problem is the simplest way to see where you are, and where you need to end up.

Not only do visual problem maps let you plot the most efficient route from Point A (dysfunctional situation) to Point B (flawless process), problem mapping diagrams make it easier to see:

• The root cause of a dilemma.
• The steps, resources, and personnel associated with each possible solution.
• The least time-consuming, most cost-effective options.

A visual problem solving process help to solidify understanding. Furthermore, it’s a great way for you and your team to transform abstract ideas into a practical, reconstructive plan.

Here are three examples of common problem mapping diagrams you can try with your team:

1. Fishbone diagrams

Fishbone diagrams are a common problem solving tool so-named because, once complete, they resemble the skeleton of a fish.

With the possible root causes of an issue (the ribs) branching off from either side of a spine line attached to the head (the problem), dynamic fishbone diagrams let you:

• Lay out a related set of possible reasons for an existing problem
• Investigate each possibility by breaking it out into sub-causes
• See how contributing factors relate to one another

Fishbone diagrams are also known as cause and effect or Ishikawa diagrams.

2. Flowcharts

A flowchart is an easy-to-understand diagram with a variety of applications. But you can use it to outline and examine how the steps of a flawed process connect.

Made up of a few simple symbols linked with arrows indicating workflow direction, flowcharts clearly illustrate what happens at each stage of a process – and how each event impacts other events and decisions.

3. Strategy maps

Frequently used as a strategic planning tool, strategy maps also work well as problem mapping diagrams. Based on a hierarchal system, thoughts and ideas can be arranged on a single page to flesh out a potential resolution.

Once you’ve got a few tactics you feel are worth exploring as possible ways to overcome a challenge, a strategy map will help you establish the best route to your problem-solving goal.

Problem solving mind maps

Problem solving mind maps are especially valuable in visualization. Because they facilitate the brainstorming process that plays a key role in both root cause analysis and the identification of potential solutions, they help make problems more solvable.

Mind maps are diagrams that represent your thinking. Since many people struggle taking or working with hand-written or typed notes, mind maps were designed to let you lay out and structure your thoughts visually so you can play with ideas, concepts, and solutions the same way your brain does.

By starting with a single notion that branches out into greater detail, problem solving mind maps make it easy to:

• Explain unfamiliar problems or processes in less time
• Share and elaborate on novel ideas
• Achieve better group comprehension that can lead to more effective solutions

Mind maps are a valuable problem solving tool because they’re geared toward bringing out the flexible thinking that creative solutions require. Here are three types of problem solving mind maps you can use to facilitate the brainstorming process.

4. Mental maps

A mental map helps you get your thoughts about what might be causing a workplace issue out of your head and onto a shared digital space.

Because mental maps mirror the way our brains take in and analyze new information, using them to describe your theories visually will help you and your team work through and test those thought models.

5. Idea maps

Idea maps let you take advantage of a wide assortment of colors and images to lay down and organize your scattered thought process. Idea maps are ideal brainstorming tools because they allow you to present and explore ideas about the best way to solve a problem collaboratively, and with a shared sense of enthusiasm for outside-the-box thinking.

6. Concept maps

Concept maps are one of the best ways to shape your thoughts around a potential solution because they let you create interlinked, visual representations of intricate concepts.

By laying out your suggested problem-solving process digitally – and using lines to form and define relationship connections – your group will be able to see how each piece of the solution puzzle connects with another.

Problem solving software solutions

Problem solving software is the best way to take advantage of multiple problem solving tools in one platform. While some software programs are geared toward specific industries or processes – like manufacturing or customer relationship management, for example – others, like MindManager , are purpose-built to work across multiple trades, departments, and teams.

Here are three problem-solving software examples.

7. Layered process audit software

Layered process audits (LPAs) help companies oversee production processes and keep an eye on the cost and quality of the goods they create. Dedicated LPA software makes problem solving easier for manufacturers because it helps them see where costly leaks are occurring and allows all levels of management to get involved in repairing those leaks.

8. Charting software

Charting software comes in all shapes and sizes to fit a variety of business sectors. Pareto charts, for example, combine bar charts with line graphs so companies can compare different problems or contributing factors to determine their frequency, cost, and significance. Charting software is often used in marketing, where a variety of bar charts and X-Y axis diagrams make it possible to display and examine competitor profiles, customer segmentation, and sales trends.

9. MindManager

No matter where you work, or what your problem-solving role looks like, MindManager is a problem solving software that will make your team more productive in figuring out why a process, plan, or project isn’t working the way it should.

Once you know why an obstruction, shortfall, or difficulty exists, you can use MindManager’s wide range of brainstorming and problem mapping diagrams to:

• Find the most promising way to correct the situation
• Activate your chosen solution, and
• Conduct regular checks to make sure your repair work is sustainable

MindManager is the ultimate problem solving software.

Not only is it versatile enough to use as your go-to system for puzzling out all types of workplace problems, MindManager’s built-in forecasting tools, timeline charts, and warning indicators let you plan, implement, and monitor your solutions.

By allowing your group to work together more effectively to break down problems, uncover solutions, and rebuild processes and workflows, MindManager’s versatile collection of problem solving tools will help make everyone on your team a more efficient problem solver.

Download a free trial today to get started!

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Why choose MindManager?

MindManager® helps individuals, teams, and enterprises bring greater clarity and structure to plans, projects, and processes. It provides visual productivity tools and mind mapping software to help take you and your organization to where you want to be.

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Using Problem-Solution Maps To Improve Students' Problem-Solving Skills

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Problem Solving Map

A graphic organizer that guides the process of problem-solving by identifying the problem, brainstorming possible solutions, and evaluating the pros and cons of each, in order to determine the preferred solution.

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The Effectiveness of Problem Solving Maps (PSM) on Learning Linear Equation of Grade 8 Students

• Jessebel G. Bautista , Josephine B. Daga
• Published 2020
• Education, Mathematics

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The effect of year-long instruction in mathematical problem solving on middle-school students' attitudes, beliefs, and abilities, effects of contextualized math instruction on problem solving of average and below-average achieving students.

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