problem solving ability

The purpose of this study was to investigate the effect of Ganiyeh model on improving the levels of the theory of mind and problem-solving power in deaf students. This research is an applied research in which a quasi-experimental design is used. The statistical population of this study is all deaf students in Tehran, which were selected through 40 person available methods and divided into experimental and control groups, each of which consisted of 20 individuals. The sampling method of this study has been available. In the present study, the form of the 38 questions of the Steimman's Theory of mind (1994) and the performance test of the central nervous system of the Tower of London were used. Descriptive statistics (frequency, mean, standard deviation, charts) as well as Kolmogorov-Smirnov test were used to examine the data distribution. To test the hypothesis, covariance test was used. The significance level in this study was ≤0.05. Statistical calculations were performed by SPSS software (version 24). The results of this study show that one-way covariance analysis is significant in the variable of the theory of mind (P <0.05) and problem-solving power (P <0.05). Therefore, the main hypotheses 1 and 2 are based on the first hypothesis: the use of a guideline model for promotion Levels of Theory of Mind and Second Hypothesis: The use of Ganiyeh model was confirmed on problem-solving ability in deaf students.

The purpose of this study was to examine the effects of the Gagne model on increasing the level of  theory of mind and problem-solving abilities of deaf students. This study is an applied research using a quasi-experimental design. The statistical population of this study consists of all deaf students in Tehran, selected using 40 available methods, each of which is divided into an experimental group and a control group consisting of 20 people.  The sampling method for this study was available. This study used Steimman's Theory of Mind (1994) and his 38-question format of the Tower of London Central Nervous System Performance Test.  Descriptive statistics (frequency, mean, standard deviation, graph) and Kolmogorov-Smirnov test were used to examine the data distribution.  Covariance tests were used to test the hypotheses. The significance level in this study was ≤0.05. Statistical calculations were performed using SPSS software (version 24). The results of this study show that the one-way analysis of covariance is significant for the variable of  theory of mind (P <0.05) and problem solving ability (P <0.05). Therefore, main hypotheses 1 and 2 are based on the first hypothesis: the use of the teaching model to promote the theory of mind levels and the second hypothesis the use of the Gagne model was confirmed in the problem-solving ability of deaf students.

Education is one of the most basic human needs, and the ability to solve problems is one of the requirements of continuing life. The aim of the present study is to investigate the relationship between teacher's content knowledge and the improvement of problem-solving ability of female students of the second year of high school in Kerman city. The current research is applied in terms of purpose and in terms of implementation method in the field of correlational descriptive research. The statistical population of the research included all female students of the second year of high school in Kerman city in 2018-2019, according to the statistics of the General Department of Education of Kerman province, their number was equal to 7720 people. Based on the Georgesi-Morgan table, 370 students were selected as a sample for the study using a two-stage cluster random sampling method. Cassidy and Long's (1996) problem-solving skills questionnaire and Idaho University teachers' professional standards questionnaire (2000) were used to collect information. The results were analyzed using Pearson's correlation and multivariate regression in SPSS version 22 software. The findings of the research showed that there is a positive and significant relationship (p≤0.05) with the content knowledge of teachers with the components of creative problem-solving style, confidence in problem solving, tendency style, helplessness in problem-solving, problem-solving inhibition. Therefore, it can be concluded that the teacher and his ability are related to improving the ability of the problem level.

The aim of the present study is to investigate the effectiveness of schematic representation-based instruction on 6th grade students' ability of solving non-routine problems in mathematics. It is a content analysis and quasi-experimental design research of the pretest-posttest type, follow up by the control group. After studying and educational designing, 40 sixth-grade male students of an elementary school in the academic year of 1396-97 in Yasouj voluntarily participated in the study. They were randomly assigned to experimental and control group and were educated for 12 sessions (one session per week) using representation-based instruction method. Data collection instruments were developed in the content analysis section of the checklist and in the semi-experimental part of the test. Shannon Entropy technique was adopted in order to analyze data in content analysis, and variance analysis test with repeated measures was used for the quasi-experimental part. The results of the content analysis show that the greatest attention for the distribution and the presence of non-routine problems has been directed to hierarchical presentation, part-whole presentation, and network presentation problems, respectively. It was indicated that matrix presentation problems have no place in textbooks. In addition, the results of the variance analysis with repeated measures reveal that there is a significant difference between the averages of all the components of the ablitiy of solving non-routine problems of control group and experimental group (p<0.05). Therefore, it can be concluded that schematic representation instruction increases students' ability of solving non-routine problems in mathematics. Besides, the results indicate that using these methods repeatedly for solving non-routine problems will be consistent over time. The results of the study emphasize the need for special attention to the schematic representations in the sixth grade elementary mathematics textbook, and the necessity of applying these representations in solving non-routine problems by mathematic teachers.

The purpose of the present research was explaining structural relationship between problem solving ability, resiliency and academic burnout in high school girl studs, by using structural equation modeling (SEM). Research method was descriptive – correlation . The statistical society was girls student that they was studying in one grade second course high school in Tehran city in 94-95 academic years. The statistical sample of this research were included 461 girls student high school in Tehran city that they were selected by multi- stage cluster sampling method . The tools Breso burnout questionnaire, problem solving ability inventory Heppner and Peterson (1982) and Conner and Davidson resilience scale. The results indicated that the model had a good fitness with the data. Gained indexes were Chi-Square=114.255,Comparative Fit Index=0.962, Goodness Of Fit Index=0.957, Adjusted Goodness Of Fit Index= 0.920 and Root Mean Square Error Of Approximation=0.069. There were direct effects resiliency on academic burnout and indirect effects with intermediating problem solving ability. Resiliency had negative meaningful relationship with academic burnout.

The purpose of this study was to investigate the effect of chess training on 5thgrade students’ problem solving abilities. The review of literature started with the research on novice and expert problem solvers. We then found a number of studies regarding the mathematics’ problem solving and chess training. The findings paved the way to conduct the present study. The study was experimental and we used one-group pretest-posttest design. A cluster random sampling method was used to choose 25 fifth graders from the population of all 5th grade students in the center of one of the south-eastern provinces of Iran. Cronbach Alpha coefficient was used to insure the reliability of the tests. In addition، 52 sessions of chess training was offered by one of the authors as “treatment”. The research showed that chess training had a positive and meaningful effect on the 5th grade students’ mathematical problem solving abilities. This finding could help the mathematics curriculum developers and textbook writers to use chess as an effective tool to promote students’ problem solving abilities either as extra-curricular activity or integrated with the formal school mathematics curriculum.

The purpose of this study was investigating the problem-solving ability among users of computer games. Problem -solving ability refers to the person's ability to deal with problems and difficulties faced with problems at playing games. Research methodology in this study was a descriptive survey-type Statistical population in this research consisted of all pre-university students in Hamadan’s City in 1390-91academic year. Consisted: 260 of these students were selected by using multi-stage cluster sampling method. Data analysis was performed by using one way ANOVA test. The Tool for gathering data was Standard problem-solving questionnaire) Peterson and Heppner, 1982). After analyzing the data by using One wayANOVA test, result showed that: 1- there were significant differences between groups in the confidence for problem-solving (p