Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. Dan Meyer shows classroom-tested math exercises that prompt students to stop and think.
Often people make decisions that are not "rational" from a purely economical point of view — meaning that they don't necessarily lead to the best result. Why is that? Are we just bad at dealing with numbers and odds? Or is there a psychological mechanism behind it? Sara Garofalo explains heuristics, problem-solving approaches based on previous experience and intuition rather than analysis.
In this interactive object, learners determine the limiting reagent and the excess reagent in chemical reactions. Learners test their knowledge by solving three problems.
Learners look through a telescope to see what a company chooses to focus on when making decisions about productivity, reducing waste, retraining, solving problems, and motivating employees.
In this interactive object, learners examine the five problem-solving steps of Define, Measure, Analyze, Improve, and Control. Some of the most common measures and tools are listed for each step.
Students read how the Plan-Do-Check-Act Cycle is used in problem-solving and process improvement. In an interactive exercise, students organize process improvement steps following this model.
The learner will identify ways to overcome barriers to critical thinking and problem-solving including false memories, personal biases and prejudices, and physical and emotional hindrances.
