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Dissertations / Theses on the topic 'Mathematical education and problem solving'

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1

Cheng, Elizabeth. "Cognitive styles and mathematical problem solving." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297974.

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2

Yee, Sean P. "Students' Metaphors for Mathematical Problem Solving." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340197978.

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3

Pieterse, Susan-Mari. "Teachers mediation of metacognition during mathematical problem solving." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96054.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function develop
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4

Klingler, Kelly Lynn. "Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5381.

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The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem s
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5

Szabo, Attila. "Mathematical abilities and mathematical memory during problem solving and some aspects of mathematics education for gifted pupils." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146542.

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This thesis reports on two different investigations. The first is a systematic review of pedagogical and organizational practices associated with gifted pupils’ education in mathematics, and on the empirical basis for those practices. The review shows that certain practices – for example, enrichment programs and differentiated instructions in heterogeneous classrooms or acceleration programs and ability groupings outside those classrooms – may be beneficial for the development of gifted pupils. Also, motivational characteristics of and gender differences between mathematically gifted pupils ar
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6

Petersen, Belinda. "Writing and mathematical problem-solving in grade 3." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2366.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.<br>The mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation Phase learners as well as performance in comparative international studies in mathematics, there is concern regarding their competence when solving mathematical problems and their use of meaningful strategies. This qualitative research study explores how writing can support Grade 3 learners’ mathematical problem-solving abiliti
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7

Ely, David P. "Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353.

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8

Miller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.

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This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest th
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9

Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mat
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10

Zhang, Pingping. "Unpacking Mathematical Problem Solving through a Concept-Cognition-Metacognition Theoretical Lens." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404764950.

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11

Bahar, Abdulkadir. "The Influence of Cognitive Abilities on Mathematical Problem Solving Performance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293594.

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Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found b
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12

Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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13

Cox, Raymond Taylor. "Mathematical Modeling of Minecraft – Using Mathematics to Model the Gameplay of Video Games." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1431009469.

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14

Deragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.

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Electronic portfolio for mathematical problem solving in the elementary school is an authentic assessment tool for teachers and students to utilize in evaluating mathematical skills. It is a computer-based interactive software program to allow teachers to easily access student work in the problem solving area for assessment purposes, and to store multimedia work samples over time.
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15

Rigelman, Nicole R. "Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform." PDXScholar, 2002. http://pdxscholar.library.pdx.edu/open_access_etds/1760.

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Implementation of Oregon’s Educational Reform Act (HB 3565 and HB 2991) provides the context for this inquiry as its emphasis on problem solving has impacted mathematics teaching and learning throughout the state. Even though all Oregon teachers are responding to the same policy, their goals in teaching problem solving vary. These goals and these practices are influenced by the way teachers view the role of problem solving in the curriculum. Further, their practice is influenced by their knowledge and beliefs about mathematics content, teaching, learning, and the reform policy. The questions a
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16

Borg, Andreas. "Designing for the incorporation of programming in mathematical education : Programming as an instrument for mathematical problem solving." Licentiate thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85625.

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This study explored Swedish upper secondary school students’ use of programming for mathematical purposes. The aim of the study was to investigate the process through which students learn how to use a programming environment as a technical artefact during mathematical problem solving and how the orchestration of such learning situations could facilitate this process. In order to study the students’ use of the programming environment, design-based research was used as the main methodological approach. The design involved the development of specific mathematical tasks to be tried out with studen
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Brook, Ellen. "INVESTIGATING THE ADULT LEARNERS’ EXPRERIENCE WHEN SOLVING MATHEMATICAL WORD PROBLEMS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1394513871.

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18

Edwards, Belinda Pickett. "The Interplay among Prospective Secondary Mathematics Teachers' Affect, Metacognition, and Mathematical Cognition in a Problem-Solving Context." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/63.

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The purpose of this grounded theory study was to explore the interplay of prospective secondary mathematics teachers’ affect, metacognition, and mathematical cognition in a problem-solving context. From a social constructivist epistemological paradigm and using a constructivist grounded theory approach, the main research question guiding the study was: What is the characterization of the interplay among prospective teachers’ mathematical beliefs, mathematical behavior, and mathematical knowledge in the context of solving mathematics problems? I conducted four interviews with four prospective
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19

BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.

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The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of
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20

LaCour, Mark S. "When Calculators Lie| An Examination of How Calculators Affect Student's Engagement in Mathematical Problem Solving." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248623.

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<p> Quantitative reasoning is an important skill set that educators work tirelessly to develop, yet evidence is beginning to show a downward trend in performance among university students over the past few decades. The rise of technology in everyday life has undoubtedly affected the cognition of younger generations of students. Of particular interest is the increasing availability of calculators (e.g., on cell phones). In this experiment, we programmed a calculator to lie to students in certain conditions as well as alter the presentation of problems. We also collected numeracy scores. The eff
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21

Hart, Janelle Marie. "Contextualized Motivation Theory (CMT) : intellectual passion, mathematical need, social responsibility, and personal agency in learning Mathematics /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3393.pdf.

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22

Ege, Ozalkan Bilgen. "The Effects Of Problem Solving On The Topic Of Functions On Problem Solving Performance, Attitude Toward Problem Solving And Mathematics." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611945/index.pdf.

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The purpose of the study was to investigate the effect of Problem Solving Method on 9th grade students&amp<br>#8223<br>problem solving performance and attitudes toward mathematics and problem solving. This study was done in 2007-2008 academic year, in a private high school in Ankara. In the present study the experimental-control group pre-test post-test research design was used. The study was done with 67 students of the private high school. Experimental group was instructed with Problem Solving Method and control group was instructed with Traditional Method. The treatment was given for seven
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23

Robinson, Lauren Michelle. "An Exploratory Study of the Factors Related to Successful Mathematical Problem Solving on Non-routine Unconstrained Tasks." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/418552.

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Math & Science Education<br>Ph.D.<br>A main goal of mathematics educators is to guide students in becoming better problem solvers; however, the recipe for successful problem solving is complex due to the varying factors that play a role in the problem solving process (Schoenfeld, 1992). There is a limited amount of research that examines problem solving when students work on non-routine problems outside of the classroom; therefore, the goal of this study is to use secondary data analysis to discover what factors (Schoenfeld, 1992) relate to problem solving on non-routine unconstrained tasks of
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24

Ley, Davis Luann. "Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability." Thesis, The University of North Carolina at Charlotte, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10111913.

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<p> The No Child Left Behind Act (NCLB, 2006) set a precedent that established even higher expectations for all students, including those with disabilities. More recently, the National Governors Association Center for Best Practices and the Council of Chief State School Officers developed a common set of state standards for proficiency in English language arts and mathematics known as the Common Core State Standards (CCSS, 2010). The CCSS in mathematics define and detail the content expectations and standards for mathematical practices for grades K-12. Their intent is to provide a rigorous, fo
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25

Ryve, Andreas. "Approaching Mathematical Discourse : Two analytical frameworks and their relation to problem solving interactions." Doctoral thesis, Västerås : Department of Mathematics and Physics, Mälardalen University, 2006. http://www.diva-portal.org/mdh/theses/abstract.xsql?dbid=137.

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26

Dahl, Jonas. "The problem-solving citizen." Licentiate thesis, Malmö högskola, Institutionen för natur, miljö, samhälle (NMS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7646.

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The present thesis is made up by three articles and in all of these the mathematics curriculum for upper secondary school in Sweden is analysed. The main focus is the citizen and citizenship and the point of departure is problem solving as a competence. Besides an investigation of the connection between citizenship and the curricu- lum or the role the citizen have in the curriculum, questions about what tensions appear when problem solving is recontextualised in- to the curriculum are posed. Following an international trend in (mathematics) education, the mathematics curriculum in Sweden stres
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27

Hoosain, Emamuddin. "Teachers' conceptions and beliefs about mathematical problem solving relative to high-ability and low-ability students /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665559998.

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28

Jones, Rebecca L. "Development of seventh grade pre-algebra students' mathematical problem solving through written explanations and justifications." Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002180.

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29

Brown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865.

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30

Lopez, Lurdes. "HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3193.

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This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected
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Talbi, Mohammed Tahar. "An information processing approach to the investigation of mathematical problem solving at secondary and university levels." Thesis, University of Glasgow, 1990. http://theses.gla.ac.uk/6569/.

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This thesis contains ten chapters: three of them are background literature and five have resulted from practical work during the whole period of the research. Chapter 9 is an attempt to extend the idea of the demand of a task, while the last chapter contains conclusions and suggestions for further research. In Chapter 1, the theories of Piaget, Gagne and Ausubel are described and compared with each other. Piaget's stages of intellectual development and how learning processes take place are described and explained. The contribution of the theory in the domains of curriculum, teaching Piagetian
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Tinkler, Thomas V. "An attention, tactics, operations, solution, unique conditions guided assessment model for teaching mathematical problem-solving in schools /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329500802.

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Stones, Rebecca Anne. "South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78379.

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The purpose of this study is to examine whether Olympiad participation can develop problem-solving skills in mathematically-gifted learners from disadvantaged schools. My methodological approach was QUAN→Qual, using a quasi-experimental design with a non-equivalent comparison group. I chose two schools from the same disadvantaged area, and identified the top 50 Grade 7 learners in each school by mathematics marks. The study consisted of a pre-test, three mathematics sessions and a post-test. The Study Orientation in Mathematics Questionnaire (SOM) (Maree, Prinsloo, & Claassen, 2011) was used a
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Casner, Bill. "A Mixed Method Study on Schema-Based Instruction, Mathematical Problem Solving Skills, and Students with an Educational Disability." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10244398.

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<p> The purpose of this study was to determine the student outcomes of implementing schema-based instruction on students in grades 3-8 identified with an educational disability and ascertain how students&rsquo; developed mathematical problem solving skills. After special education teachers in a metropolitan school district in the Midwest administered a pre-assessment, the researcher used the results to select 21 students with an educational disability to participate in the mixed-methods study. Special education teachers implemented Asha K. Jitendra&rsquo;s (2007) educational program titled,
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Houston, Caroline Elizabeth Houston. "The effects of metacognitive strategies on math problem solving ability in gifted second grade students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1498767641243318.

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Molefe, Jacob Kgabudi. "Challenging students through mathematics a culturally relevant problem solving /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5num=osu1072722613.

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Thesis (Ph. D.)--Ohio State University, 2004.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 119 p. : ill. (some col.). Advisor: Patricia A. Brosnan, College of Education. Includes bibliographical references (p. 90-97).
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Callan, Gregory L. "Self-regulated learning (SRL) microanalysis for mathematical problem solving| A comparison of a SRL event measure, questionnaires, and a teacher rating scale." Thesis, The University of Wisconsin - Milwaukee, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665786.

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<p> The current dissertation examined the validity of a context-specific assessment tool, called Self-regulated learning (SRL) microanalysis, for measuring self-regulated learning (SRL) during mathematical problem solving. SRL microanalysis is a structured interview that entails assessing respondents' regulatory processes as they engage with a task of interest. </p><p> Participants for this dissertation consisted of 83 eighth grade students attending a large urban school district in Midwestern USA. Students were administered the SRL microanalytic interview while completing a set of mathema
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Alwarsh, Awsaf Abdulla. "Developing A Protocol For Describing Problem-Solving Instruction." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1429191621.

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Dirks, Denise. "Mediation and a Problem Solving Approach to Junior Primary Mathematics." University of the Western Cape, 1996. http://hdl.handle.net/11394/8379.

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Magister Educationis - MEd<br>This study argues that not all children in the Junior Primary phase benefit from the Problem Centred Approach in mathematics that was adapted by the Research, Unit for Mathematics at the University of Stellenbosch (RUMEUS). \One of the reasons could be that not all pupils can construct their own knowledge and methods. There are the highly capable pupils who cope well with this approach. These pupils are able to solve mathematical problems with little or no teacher interaction. Then there are the average and weaker pupils who cannot solve a mathematical problem
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Al-Salouli, Misfer Saud. "The relationship between elementary teachers' beliefs and teaching mathematics through problem solving." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3185390.

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Thesis (Ph.D.)--Indiana University, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2816. Chair: Peter Kloosterman. Title from dissertation home page (viewed Oct. 5, 2006).
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French, Brandon H. "TECHNOLOGY IN A GIFTED AND TALENTED MATH CLASSROOM: HOW IT IMPACTS STUDENTS' PROBLEM SOLVING AND MATHEMATICAL LEARNING." UKnowledge, 2016. http://uknowledge.uky.edu/stem_etds/7.

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Technology has advanced greatly over the past few decades and the surge in the industry has impacted the workplace. As a result, K-12 education has worked to integrate 21st century skills into curriculum. Many times this is through STEM classes. This study examined the impact technology had on gifted and talented students’ achievement and creative construction. During a unit on Transformations, a control group received traditional instruction, while an experimental group received traditional instruction with an added technology component. A pre and posttest were given to both groups to measure
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Lee, Chongmin. "MIDDLE SCHOOL DEAF STUDENTS’ PROBLEM-SOLVING BEHAVIORS AND STRATEGY USE." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291230924.

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Byron, Maria Kimlan. "Confronting the verbal/visual issue : the mathematical problem solving processes of a small group of female junior secondary students /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818465.

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Cakır, Murat Perit Stahl Gerry. "How online small groups co-construct mathematical artifacts to do collaborative problem solving /." Philadelphia, Pa. : Drexel University, 2009. http://hdl.handle.net/1860/3115.

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Birk, Lisa E. "Construct relevant and irrelevant variables in math problem solving assessment." Thesis, University of Oregon, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589483.

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<p> In this study, I examined the relation between various construct relevant and irrelevant variables and a math problem solving assessment. I used independent performance measures representing the variables of mathematics content knowledge, general ability, and reading fluency. Non-performance variables included gender, socioeconomic status, language proficiency and special education qualification. Using a sequential regression and commonality analysis, I determined the amount of variance explained by each performance measure on the Oregon state math assessment in third grade. All variables
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Calder, Nigel Stuart. "Processing mathematical thinking through digital pedagogical media the spreadsheet /." The University of Waikato, 2008. http://hdl.handle.net/10289/2662.

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Abstract This study is concerned with the ways mathematical understanding emerges when mathematical phenomena are encountered through digital pedagogical media, the spreadsheet, in particular. Central to this, was an examination of the affordances digital technologies offer, and how the affordances associated with investigating mathematical tasks in the spreadsheet environment, shaped the learning trajectories of the participants. Two categories of participating students were involved, ten-year-old primary school pupils, and pre-service teachers. An eclectic approach to data collection, inclu
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De, Hoyos Maria. "'Solutioning' : a model of students' problem-solving processes." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2842/.

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The aim of this study was to generate a model (or theory) that explains students’ concerns as they tackle non-routine mathematical problems. This was achieved by using the grounded theory approach as suggested by Glaser and Strauss (1967) and further developed by Glaser (1978; 1992; 1998; 2001; 2003). The study took place in the context of a problem-solving course offered at the undergraduate level. As methods of data collection, the study made use of the problem-solving rubrics (or scripts) that students generated during the course. Other sources of data included interviews with the students
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48

Enoch, Sarah Elizabeth. "Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1063.

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While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein, Engle, Smith, & Hughes, 2008; Stein, Smith, Henningsen, & Silver, 2009) no research has been conducted explicitly examining the relationship between the plans that teachers make for orchestrating discourse around problem solving tasks and the outcomes of implementation of those plans. This research study is intended to open the door to research on planning for discourse around problem solving tasks. This research stu
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Johnson, Jennifer E. "Investigating visual attention while solving college algebra problems." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19704.

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Master of Science<br>Mathematics<br>Andrew G. Bennett<br>This study utilizes eye-tracking technology as a tool to measure college algebra students’ mathematical noticing as defined by Lobato and colleagues (2012). Research in many disciplines has used eye-tracking technology to investigate the differences in visual attention under the assumption that eye movements reflect a person’s moment-to-moment cognitive processes. Motivated by the work done by Madsen and colleagues (2012) who found visual differences between those who correctly and incorrectly solve introductory college physics problem
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HOBBS, ROBERT MAURICE. "Improving Problem-Solving Techniques for Students in Low-Performing Schools." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/213125.

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CITE/Mathematics and Science Education<br>Ed.D.<br>Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of this study was to investigate and assess the effectiveness of culturally specific computer-based instructional tasks on ninth-grade African American mathematics students. This study tried to determine if problem-solving skills and overall mathematical achievement and attitude could be improved using these computer-based tasks. A culturally specific, computer-based mathematics assessment (CD-
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