This is a master-level dissertation in Pedagogy and centered on the following topic.
The use of Bayesian inference to identify problem-solving strategies employed in selected Geometry and Algebra problems.
Higher-Order Thinking Skills (HOTS) are at the centre of a new awareness for an education system adapted to 21st century job demands. While the term HOTS is widely used, it remains rather vague and disconnected from the STEM (science, technology, engineering, mathematics) Education content itself. Even in good curricula, such as Singapore’s MProSE, there is little explicit mention of HOTS. A coherent framework is needed to bind the psychology of HOTS problems, STEM knowledge and mathematical problem-solving frameworks (e.g., Polya, Schoenfeld), before students can actually benefit from those separate knowledge areas.
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