Problem-Solving Exercises

Problem-solving exercises are of particular interest to economists because of the nature of the discipline. Research by mathematics educators Vidakovic (1997) and Vidakovic and Martin (2004)) shows that groups are able to solve problems more accurately than individuals working alone. Even when one member is more skilled, the collective group is able to correct errors that would remain unnoticed when the skilled problem solver works independently without explaining his or her procedure. In economics, Maier (2003a) used tape recordings of group work to show that students assist one another in the learning process, resolving relatively minor barriers to understanding that are difficult to deal with in a full class discussion because they are so varied and students are reluctant to articulate them. In small groups, economics students were quite good at discussing and correcting errors in vocabulary, historical events, mathematical procedures, and graphing techniques. (Maier, McGoldrick, Simkins, 2009)

While nearly all of the vast array of cooperative learning techniques can be modified to assist in the development of problem-solving skills, there are a subset that are particularly adept at meeting this goal.

Send-a-problem

Multiple groups are formed of 3 to 5 students. In the first session of the exercise, each group is provided a different problem affixed to the outside of an envelope. The group works to solve the provided problem until time is called.

At the end of the first session, groups place their answer in the envelope and pass it to the next group and in turn receive a new envelope with a different problem. The second session of the exercise requires groups to again answer a (now new to them) problem, but without looking at the solution already placed in the envelope. When time is called, the second group's solution is added to the envelope and it is passed on to the third group. In the final phase of the exercise, members of the group open the envelope containing two solutions, evaluate them, and then compile a final solution.

The reporting out component of the exercise can be structured informally, by asking if there are remaining questions associated with the solved problems, or more formally in which the final phase solution is reported to the group.

This process can be enhanced when each member of the group is assigned a particular role. Further, as few as three problems can be used to facilitate this exercise as groups are only provided a new problem at the start of each session, although more problems can be incorporated equal to the number of sessions associated with the exercise.

Three-Stay, One-Stray