99 problems.
Solving problems-is a process. I try to define the problem, break the problem down to its components, and then try to respond to each issue.
Criteria:
• Be willing to learn
• Try to be patient when the solution is not clear
• Do not try to form into one's learning style
• Try to learn, not just get the right answers
When I solve problems, I am usually not the vocal one. I like to understand the process of figuring out a problem and the many ways to interpret the challenge. During my freshman year in college, I had the same professor for both my math classes. Starting out with math I was always the person who was worried about just finding the “right” answer. I only cared about the process of working out a math problem if it only meant I was going to get the answer correctly.
My freshman experience in math class was different from most. My professor really did not care about the answer you got, she wanted to know if you understood how you were solving the problem, what type of problem you were solving, and why you were solving the problem. This was the first class I have ever taken that took this kind of approach to a problem. Usually professors give you scantrons because at the end of the day they just want you to get the right answers. I have always been a process thinker but the way I thought was hampered by professors who only looked for the correct answers. My math professor helped me build the skills to solving problems. She allowed me to question the process of solving a problem and truly understand what I was doing. At the time I did not think how much of an impact it made to my learning style.
Fast-forward to my other courses, I now try to break down a problem and try to understand why I am doing it. When I break down a problem I do not immediately try to answer the question. Instead I ask myself, what is this question trying to ask me, do I fully understand the concept or what knowledge do I have to fully answer it? Once I have a general idea, I then pick out the tools of my skills tool box and try to build an answer that fully answers what I am being asked. I would like to say that I like to check back with my answers towards the end, but I actually refrain from that because I feel that when you go back you try to modify your answer, your response becomes less authentic and as the saying goes “go with your gut.” I am thankful for my professor for teaching me another approach to solving problems. I give her credit for growth as a student and lifelong learner. Comparing myself now to my freshman year, I have grown from a person who just wants the right answers and good grades to a person who tries to understand the problem and receives high grades. I learned by approaching a problem in that way that I do, I now in return have received high grades, a better idea of what the course is trying to add to my mental tool box, and I enjoy my classes because I have a better understanding of the purpose of the course.
Criteria:
• Be willing to learn
• Try to be patient when the solution is not clear
• Do not try to form into one's learning style
• Try to learn, not just get the right answers
When I solve problems, I am usually not the vocal one. I like to understand the process of figuring out a problem and the many ways to interpret the challenge. During my freshman year in college, I had the same professor for both my math classes. Starting out with math I was always the person who was worried about just finding the “right” answer. I only cared about the process of working out a math problem if it only meant I was going to get the answer correctly.
My freshman experience in math class was different from most. My professor really did not care about the answer you got, she wanted to know if you understood how you were solving the problem, what type of problem you were solving, and why you were solving the problem. This was the first class I have ever taken that took this kind of approach to a problem. Usually professors give you scantrons because at the end of the day they just want you to get the right answers. I have always been a process thinker but the way I thought was hampered by professors who only looked for the correct answers. My math professor helped me build the skills to solving problems. She allowed me to question the process of solving a problem and truly understand what I was doing. At the time I did not think how much of an impact it made to my learning style.
Fast-forward to my other courses, I now try to break down a problem and try to understand why I am doing it. When I break down a problem I do not immediately try to answer the question. Instead I ask myself, what is this question trying to ask me, do I fully understand the concept or what knowledge do I have to fully answer it? Once I have a general idea, I then pick out the tools of my skills tool box and try to build an answer that fully answers what I am being asked. I would like to say that I like to check back with my answers towards the end, but I actually refrain from that because I feel that when you go back you try to modify your answer, your response becomes less authentic and as the saying goes “go with your gut.” I am thankful for my professor for teaching me another approach to solving problems. I give her credit for growth as a student and lifelong learner. Comparing myself now to my freshman year, I have grown from a person who just wants the right answers and good grades to a person who tries to understand the problem and receives high grades. I learned by approaching a problem in that way that I do, I now in return have received high grades, a better idea of what the course is trying to add to my mental tool box, and I enjoy my classes because I have a better understanding of the purpose of the course.