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Mistake Proofing
Published in Jody Crane, Chuck Noon, The Definitive Guide to Emergency Department Operational Improvement, 2019
Exposing the root cause of the defect is critical to coming up with the right solution. If you draw an errant conclusion as to the root cause of the problem, you will create a solution that may or may not solve the symptoms of the problem and may even make the system worse. Toyota is world-renowned for their problem-solving skills. Perhaps the most famous of these techniques is the “5 Whys” approach to root-cause problem solving.
Project Resource Management
Published in Ginger Levin, PMP® Exam Preparation, 2018
In the Control Resources process, problem solving is a tool and technique to use in this type of situation as in this question. It uses a set of tools the project manager can use to solve problems that can arise in this process. Steps in problem solving are to: identify the problem, define it, investigate, analyze it, solve it, and check the solution. [Monitoring and Controlling]
Computational intelligence paradigm for job shop scheduling and routing in an uncertain environment
Published in Cyber-Physical Systems, 2022
Suresh Chavhan, Joel J. P. C. Rodrigues, Ashish Khanna
Problem-solving is the process of providing a solution by working through details of a problem. Problems have some typical characteristics, such as complexity (large number of items, interrelations and decisions), dynamics (time considerations), in-transparency (lack of clarity of situation) and polytely (multiple goals). Mathematical or procedural operations may be included for solving the problem, which measures the critical thinking skills of an individual. Problem-solving in an uncertain environment creates many issues, such as inflexibility, complexity, non-intelligence, etc., because of dynamic change in the conditions, incomplete and imprecise information available. In order to cope with the abovementioned issues, intelligent systems, such as, swarm intelligence, fuzzy logic, evolutionary system, multiagent system, emergent intelligence and neural network, are used, and few of them can be integrated for efficient analysis.
Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey
Published in International Journal of Mathematical Education in Science and Technology, 2020
Mesut Öztürk, Yaşar Akkan, Abdullah Kaplan
The dictionary of the Turkish Linguistic Society (Turkish Linguistic Society, 2015) defines a problem as the ‘question or any matter to be solved by means of theorems or rules’. Lester (1980) defines the concept as a case that cannot be solved by standard methods of solution, requiring certain thinking skills. On the other hand, Posamentier and Krulik (1988) define a problem as reaching a solution by using a thinking process when an individual runs across a state for which he or she has no way out. Problem solving is a process with which an issue is overcome by using acquired information, skills and attitudes when an individual encounters a state with which he or she is not acquainted (Krulik & Rudnick, 1988). LeBlanc (1977) identifies problem solving as a process during which individuals search for solutions for the problems they come across. Problem solving is a process contributing to the development of conceptional and operational information together in the understanding of Mathematical concepts and relations (Gökkurt & Soylu, 2013). It also develops the understanding and communicating of skills by giving students an opportunity to apply profound investigation (Hiebert & Wearne, 2003). Altun (2015) divided problems into two categories, routine and non-routine. Routine problems, also known as story problems, are the types of problems that require calculations, such as profit-loss and road-time, which are common in daily life. Non-routine problems are problems that require use of Mathematical skills as ‘analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution’ (Wathall, 2016), establishing relationships, looking for patterns and reasoning processes. These problems form the basis for the individual to establish and prove skills by enhancing their use of reasoning skills. Individuals who are able to solve non-routine problems can look at problems that are not routinely visible to all the theorems they encounter and try to produce solutions (Altun, 2008). In this context, it can be said that producing non-routine problem-solving skills is a higher-level skill. For this reason, we used non-routine problems in this study.