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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 mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.
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Kanevsky, Inna Glaz. "Role of rules in transfer of mathematical word problems." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3223010.
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Thesis (Ph. D.)--University of California, San Diego, 2006.<br>Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).
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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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Muoneke, Ada Felicitas. "The effects of a question and action strategy on the mathematical word problem-solving skills of students with learning problems in mathematics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008402.
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Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
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Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.
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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.
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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013<br>This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.
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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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Borchert, Katja. "Disassociation between arithmetic and algebraic knowledge in mathematical modeling /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9141.
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Guthormsen, Amy. "Conceptual integration of mathematical and semantic knowledge /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8995.
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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.<br>Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
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Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.
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Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyra klasser, varav två klasser i årskurs 2 och två i årskurs 3. Resultatet visar att många elever blev oroliga över att se textuppgifterna. En del av eleverna visade ett engagemang för att klara uppgifterna, men uppgifternas struktur och nivå var allt för krävande för dem. Pedagogerna i intervjun är övertygade om att för lite kunskap kring ämnet och stress är bidragande orsaker till att matematikförståelsen hämmas vid läsning av matematiska textuppgifter. Slutsatsen är att det är svårt med läsning av matematiska textuppgifter, och elever bör besitta en större kognitiv förmåga samt ha ett brett ordförråd för att kunna förstå matematiska texter. Textens struktur spelar roll vid förståelse, och det är pedagogens ansvar att hjälpa eleverna med matematiska textuppgifter.
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Hendricks, Deborah J. "The use of propositional structures and subgoals in solving multi-step college statistical word and formula problems." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=531.
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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains viii, 142 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 100-108).
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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. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students. <br>M.Ed.<br>Other<br>Graduate Studies;<br>K-8 Math and Science MEd
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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 mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.
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Brown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272846865.
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Van, Zyl Marinda. "Factors influencing the implementation of mathematical word problems in foundation phase classrooms: theory and practice." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1015954.
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This treatise investigated mathematical word problems (MWPs) and their implementation in Foundation Phase classrooms. Factors influencing the implementation of MWPs, with specific reference to the teachers and learners involved, emerged. Direct and indirect factors influencing the implementation of MWPs were acknowledged. Student teachers‟ reflections on classroom practices experienced during their teaching practice training period for their initial teaching qualification inspired me as lecturer to embark on my own journey of inquiry and study the phenomenon above. As this study was undertaken in South Africa, the need arose to take into consideration the changes that have occurred since 1994. Observations of how democratic values and desires feature, or do not feature, when engaging with the phenomenon had to be considered. This study also aimed to emphasise inequalities in everyday practice. The discovery of “good practice” (Cooper 2010:170) contributed towards addressing the factors that emerged as influencing the implementation of MWPs. Jansens (2009:170) book Knowledge in the blood presents compelling reasons for disclosing the state of current practice and seeks alternatives to promote the required change in mathematics teaching, with one of the perspectives on mathematics education being the emphasis on implementing MWPs in the Foundation Phase. Teachers often extend their own preferences into practice and emphasise their “knowledge in the blood” as their view of good practice. Learners‟ needs and learner diversity are often overlooked. Learners‟ assessment scores, both nationally and internationally, have revealed more negative facts. These low scores have often been, and often still are, news flashes, contributing to a negative view of teachers and education. In order to address the widespread sentiment that there is “no hope for teachers” (Jansen 2011:19), and to avoid a recycling of negativity, “good practice” (Cooper 2010:170) is key to success. This study aimed to discover hope for teachers and learners.
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Almansouri, Meshal B. "A suggested programme for developing 4th year primary pupils' performance in mathematical word problems in Kuwait." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5828.
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The main objective of this study was to investigate the effect of using a suggested mathematical word-problem training programme on Primary 4 pupils' performance in mathematical word-problems. The study had a pre-post control group design. A treatment and a no-treatment group were exposed to pre-post methods of gathering data (a mathematical word-problem achievement test and a mathematical word-problem attitude scale). The treatment group was given direct and explicit training on how to solve mathematical word-problems, while the pupils of the no-treatment group received no such training; they were taught the same material they study at school. A "t" test was used to compare the means of scores of the control group pupils and those of the experimental group in the pre-post measurements. Results of the study revealed a significant improvement in the experimental group pupils' performance in mathematical word-problems because they had attended the suggested programme. Results also revealed that experimental group subjects' attitudes towards mathematical word-problems underwent an exceptional change because they had attended the suggested programme. Their attitudes towards mathematical word-problems became more positive than before. In the light of the results of the study, some recommendations were made for improving mathematics teacher training programmes, for mathematics teaching, and for further research.
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Dizha, Memory. "An analysis of mathematical modelling competencies of grade 11 learners in solving word problems involving quadratic equations." University of Western Cape, 2021. http://hdl.handle.net/11394/8317.
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Magister Educationis - MEd<br>This study analysed the modelling competencies of grade 11 learners and also explored the degree to which the learners’ competency in setting up a mathematical model inhibits the development of an acceptable solution for word problems.
The research data comprised 30 learners drawn from a secondary school in the Western Cape Province, South Africa. Data was collected via a task-based activity response sheet containing five word problems linked to either one of the following concepts: rectangle, two-digit number, average speed and petrol price. Learners’ responses were graded into four categories viz: correct, partially correct, incorrect and no response. Thereafter, the modelling competency framework was used to diagnose the modelling competencies of the sampled learners.
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Fry, Carol Jean. "Eye fixation patterns in the solution of mathematical word problems by young adults : relation to cognitive style and spatial ability /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612164575.
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Dole, Alecia A. "The Effects of Self-Graphing and Feedback on the Quantity and Quality of Written Responses to Mathematical Word Problems." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468921405.
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Schaefer, Whitby Peggy J. "The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or Asperger's syndrome." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002732.
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Ladele, Omolola A. "The teaching and learning of word problems in beginning algebra : a Nigerian (Lagos State) study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/693.
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At both the junior and senior secondary school levels in Nigeria, student performance in mathematics examinations has been poor. Within the context of large classes, with inadequate facilities, and teaching and learning in a second language, algebra and algebra word problems are introduced to students during their first year of junior secondary school. The transition from primary school arithmetic to the use of the algebraic letter is challenging to students and it is important that teachers should know the likely difficulties and misconceptions students may have as they begin algebra (Welder, 2012).
In this study, the impact of a teacher professional learning program on teachers’ knowledge, beliefs and practice was examined. The impact on students’ ability to solve word problems in beginning algebra was also investigated. To do this, a multiple case study was designed and data were collected using quantitative and qualitative methods. Thirty teachers of first year junior secondary students completed a questionnaire and this provided general information about the teachers’ beliefs and algebra teaching practice. After this, 12 of the teachers actively participated and collaborated in a professional learning workshop designed as an intervention program. The program focused on enhancing the teachers’ knowledge of student misconceptions about variables, expressions and equations, and language-based teaching strategies. Four teachers and their classes, two each from public and private schools, served as case studies and provided further data about the impact of the intervention program. Before and after the intervention program, lessons were observed, students completed algebra tests and some of them were interviewed using the Newman interview protocol. The data for each case study were analysed and the key findings generated from each of them were used for a cross-case analysis.
The study revealed that these Nigerian teachers had mainly traditional beliefs about mathematics teaching and that teacher-talk dominated the classroom practice. Prior to the intervention, the teachers had limited knowledge of students’ algebra misconceptions and the students’ main difficulty was that they did not understand the questions. The professional learning increased the teachers’ knowledge of algebra, their pedagogical content knowledge and their awareness of algebra misconceptions. The teachers used more student-centred and language-based teaching strategies when working on algebra problems. There was a significant improvement in students’ problem-solving success on the post-test because more students were able to understand the word problems and displayed fewer misconceptions. The incidences of ignoring the algebraic letter, believing that the algebraic letters cannot have the same value and confusing product and sum reduced. However, the use of the letter as an object or a label and a belief that the algebraic letter had alphabetical positioning persisted.
The study demonstrated the effectiveness of the professional learning model used in this study and it should be considered for more widespread implementation with in-service teachers. There is also an implication for pre-service teacher education. Mathematics education programs should ensure that student teachers are aware of common algebra misconceptions and the language-based strategies needed to support school students’ transition from arithmetic to algebra.
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Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.
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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.
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Clements, Taylar Brooke. "The role of cognitive and metacognitive reading comprehension strategies in the reading and interpretation of mathematical word problem texts reading clinicians' perceptions of domain relevance and elementary students' cognitive strategy use." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4872.
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Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.; The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study.<br>ID: 029809129; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 127-144).<br>Ed.D.<br>Doctorate<br>Education
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Auxter, Abbey Auxter. "The Problem with Word Problems: An Exploratory Study of Factors Related to Word Problem Success." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/392790.
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Math & Science Education<br>Ph.D.<br>College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings.<br>Temple University--Theses
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Gerofsky, Susan Gail. "The word problem as genre in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ51864.pdf.
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Lyons, Claire. "Conceptual understanding of subtraction word problems." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241414.
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Marcou, Andri. "Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?" Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478925.
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Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.
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This study aims at answering questions pertaining to the performance of bilingual Arab-American students on solving word problems written in their home and school languages: (1) Does the language in which a word problem is stated have an effect on the performance of the bilingual Arab-American students?; (2) Do Arab-American students with higher levels of Arabic proficiency perform better in either or both versions of the word problems?; and (3) What are some common differences and similarities in the problem solving processes of Arab-American students as they solve problems in English or Arabic? The study used both quantitative and qualitative methods to analyze these questions. A total of 173 students from a full-time Islamic school participated in this study: 56 students in fifth grade, 56 students in sixth grade, and 61 students in seventh grade. All students were asked to solve two sets of ten word problems each. The students were randomly assigned to one of four groups. Results showed that Arab-American students performed significantly better in the English version of the word problems. Arab-American students with higher levels of Arabic proficiency performed better in the Arabic version of the word problems. Students' standardized scores on mathematics problem solving was a significant factor in explaining variances in student performance on both language versions of both sets of word problems. While students' standardized scores on reading comprehension was a significant factor in predicting the students' performance on the English version of the word problems, students' final average in the Arabic subject was a significant factor in predicting students' performance on the Arabic version of the word problems. Differences and similarities emerged in the problem solving processes of Arab-American students solving the word problems in either English or Arabic. Some students found statements involving double comparisons, problems with hidden information, and problems that required multi-step solutions or thinking backwards to be problematic in both language versions of the problems. Difficult vocabulary was especially problematic for students when solving the Arabic version of the word problems.
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Brey, Amina. "Multiple representations and cognitive load: words, arrows, and colours when solving algebraic problems." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020392.
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This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).
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Remias, Michael George. "Computational studies of some fuzzy mathematical problems." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1147.
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In modelling and optimizing real world systems and processes, one usually ends up with a linear or nonlinear programming problem, namely maximizing one or more objective functions subject to a set of constraint equations or inequalities. For many cases, the constraints do not need to be satisfied exactly, and the coefficients involved in the model are imprecise in nature and have to be described by fuzzy numbers to reflect the real world nature. The resulting mathematical programming problem is referred to as a fuzzy mathematical programming problem.Over the past decades, a great deal of work has been conducted to study fuzzy mathematical programming problems and a large volume of results have been obtained. However, many issues have not been resolved. This research is thus undertaken to study two types of fuzzy mathematical programming problems. The first type of problems is fuzzy linear programming in which the objective function contains fuzzy numbers. To solve this type of problems, we firstly introduce the concept of fuzzy max order and non-dominated optimal solution to fuzzy mathematical programming problems within the framework of fuzzy mathematics. Then, based on the new concept introduced, various theorems are developed, which involve converting the fuzzy linear programming problem to a four objective linear programming problem of non-fuzzy members. The theoretical results and methods developed are then validated and their applications for solving fuzzy linear problems are demonstrated through examples.The second type of problems which we tackle in this research is fuzzy linear programming in which the constraint equations or inequalities contain fuzzy numbers. For this work, we first introduce a new concept, the α-fuzzy max order. Based on this concept, the general framework of an α-fuzzy max order method is developed for solving fuzzy linear programming problems with fuzzy parameters in the constraints. For the special cases in which the constraints consist of inequalities containing fuzzy numbers with isosceles triangle or trapezoidal membership functions, we prove that the feasible solution space can be determined by the respective 3n or 4n non-fuzzy inequalities. For the general cases in which the constraints contain fuzzy numbers with any other form of membership functions, robust numerical algorithms have been developed for the determination of the feasible solution space and the optimal solution to the fuzzy linear programming problem in which the constraints contain fuzzy parameters. Further, by using the results for both the first and second types of problems, general algorithms have also been developed for the general fuzzy linear programming problems in which both the objective function and the constraint inequalities contain fuzzy numbers with any forms of membership functions. Some examples are then presented to validate the theoretical results and the algorithms developed, and to demonstrate their applications.
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Yeh, Chia Chi, and 葉家綺. "A study on problem-solving and cooperative problem-solving in different mathematical word problems." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50513131646397788692.
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碩士<br>國立交通大學<br>教育研究所<br>93<br>Abstract
Problem solving has long been a crucial issue in mathematic education. In schools, providing students with word problems is an important way to help them become competent mathematics problem solvers. Based on the view of constructivism, this study mainly investigated the learners with different capabilities of math arithmetic and reading comprehension on their performance, error types, and the procedures for problem solving in dealing with different mathematical word problems. Moreover, the study explored the effectiveness on cooperative problem solving.
By reviewing the theoretical foundations of problem solving, there were two different mathematical word problems: traditional and narrative ones. Five steps were also proposed for problem solving: understanding the problem, matching the pattern, making a plan, carrying out the plan, and judgement. Afterward the study integrated the factors and error types in problem solving through surveying the researches on mathematical word problems.
Tests and observations were adopted in this study. The participants were 203 eighth-grade students, who were classified into four groups: having no difficulties in math arithmetic and reading comprehension (Group 1), having reading comprehension difficulties only (Group 2), having math arithmetic difficulties (Group 3), and having difficulties both in math arithmetic and reading comprehension (Group 4). All of the students were given traditional and narrative word problems individually and collaboratively. Their performance, features of solving behaviors, and procedures of problem solving were investigated.
Research findings were summarized as follows. First, students’ performance in traditional word problems was highly related to math arithmetic examination. It indicated that the traditional word problems were decontextualized and were highly coherent with their arithmetic abilities. However, students’ performance in narrative word problems was not as good as that in traditional word problems. Besides, though the students in Group 2 and Group 3 belonged to different difficulties, the performance of narrative word problems turned out no significant differences.
Second, most of the students attained high-level stages in solving traditional word problems except those in Group 4. However, except Group 1, most of the others stayed in low-level stages in solving narrative ones. Furthermore, depending on intuition or smooth working on the procedures of problem solving, most of the students did not judge their final answers. Based on the research findings, a model of problem solving was developed. Successful problem solving resulted from going through a ‘exploring belt’ and ‘the core of problem solving.’
Third, the findings also revealed that most of the students did not perform well in story-based narrative word problems. In particular, the unanswered situation of Group 2, Group3, and Group 4 students was much more frequent than that in traditional word problems. On the other hand, the students of Group 2 and Group 4 with obvious errors of linguistic knowledge may require interventions aimed at reading comprehension. The students of Group 3 and Group 4, on the other hand, may need instruction in automatic skills in mathematics.
Finally, solving problems cooperatively promoted both the scores and problem solving stages in traditional and narrative word problems. In the procedures of cooperation, the unanswered situations were greatly reduced in narrative word problems because of the affective supports from interactive conversations. Furthermore, the Group 1 students usually played a tutor role in cooperative activities with those in other groups, which were likely similar to an expert-novice relationship, while the complementary cooperative combination of Group 2 and Group 3 students was likely in a ‘equivalent plane,’ which revealed more verbal interaction.
The study indicated that cooperative problem solving may be an important research issue for mathematical problem solving. Further research was suggested to deeply investigate the effect on cooperative problem solving.
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Chang, Chun-Ping, and 張純萍. "Implementing Summarization Instruction on Comprehension of Mathematical Word Problems." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/46144825543652854165.
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碩士<br>大葉大學<br>工業工程與管理學系<br>102<br>This study applied summarizing strategy teaching, which is a type of reading comprehension strategy, to solve mathematics word problems. A quasiexperimental design was adopted in this study, and the class of which the researcher was the head teacher was employed as the experimental group. Another class of the same grade at the same school was used as the control group. Subsequently, 4 weeks of experimental teaching commenced for a total of 16 sessions. The research instruments were the final-term assessment results for the previous semester, the midterm assessment results for the present semester, and the pre- and posttest scores of a self-developed mathematics word problem solving test. SPSS Statistics software was used for data analysis.
The results of the statistical analysis are summarized as follows. After the summarizing strategy teaching was implemented, the posttest scores and the midterm assessment results of the experimental group significantly improved compared with those of the control group. Among the three dimensions of summarizing strategies, “certainty regarding the primary message of the text” and “summarizing ability” exhibited significant improvement. Although “construction ability” was slightly improved, it was nonsignificant. Among the demographic variables, such as sex, received help with homework at home, attended daycare or cram schools, actively studied mathematics, and time spent solving mathematics problems per day, only the two variables, actively studied mathematics and mathematics summarizing strategies, were significant.
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Majumder, Shilpi. "Factors in mathematical word problem solving the role of inhibition /." 2003. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ82806.
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Thesis (Ph. D.)--York University, 2003. Graduate Programme in Psychology.<br>Typescript. Includes bibliographical references (leaves 189-205). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ82806.
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Kuo, Hung-Miao, and 郭虹妙. "The Effects of Quantitative Reasoning on Solving Mathematical Word Problems." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/81298828028910088040.
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碩士<br>臺北市立大學<br>數學系數學教育碩士在職專班<br>104<br>This study was designed to investigate whether quantitative reasoning can enhance students' problem-solving ability and students' problem-solving willingness. Content is the sixth grade’s speed unit. The researcher taught twelve students of different academic achievements with additional courses. The course is designed to build the concept of students’ intensive quantity and to guide students to think about the meaning of questions with the concept of intensive quantity. Therefore, when the students are generating a math formula, they need to supplement units to express the meaning of every value to achieve the goal of solving problems correctly.
The research method is Qualitative Research Method. The researcher analyzed the effects of students' problem-solving attitude and problem-solving capabilities according to school performance, test papers, questionnaires and interviews.
Conclusions are as follows: adopting quantitative reasoning can enhance the problem-solving ability, problem-solving willingness and problem-solving confidence of students of different accomplishments. In addition to simplifying the thinking process, and helping to confirm the correctness of a formula, quantitative reasoning also help the students hold a positive attitude towards their willingness to solve problems, their progress in mathematics, interest in mathematics, and confidence in problem-solving.
According to the result of the study, the researcher suggests that teachers should confirm that students have the correct concept of fractions and the ability of calculation fractions while teaching. It’s easier to solve ratio formula with the type of fraction. And students are interested to learn mathematics by guidance and questioning. Quantitative reasoning is suggested to teach from low grade, and integrity expression of intensive quantity units is suggested to be taught directly after fractions are learned, so that students' problem-solving attitude and problem-solving confidence and interest in mathematics are all enhanced.
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Yuan-Chih, Lin, and 林沅芝. "The Effects of Mathematical Problem-Solving Strategies on Word Problems for Students with Mathematical Learning Disabilities in Elementary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/56066801785322737930.
Full textAbstract:
碩士<br>臺北市立教育大學<br>身心障礙教育研究所<br>94<br>Abstract
The purpose of this study was to explore the effect of solving comparative addition and subtraction applied mathematics problems by using Mathematical Problem-Solving Strategies for students with Mathematical Learning Disabilities . In addition, the study also analyzed the reasons that influenced the students’ performance of problem-solving by observing and recording students’ performance of learning the strategy.
‘The multiple probe design across subjects’ method toward two students with Mathematical Learning Disabilities was used to assign the teaching experiment procedure and analysis the treatment effects. Data were analyzed by visual analysis, C statistic, and checklist. The main conclusions of this study were as followed:
1. After instruction, all of the two subjects’ percentages of correct responses was increased and kept maintaining.
2. After instruction, all of the two subjects’ percentages of correct responses of “different quantity unknown problem” was increased and kept maintaining.
3. After instruction, all of the two subjects’ percentages of correct responses of “compared quantity unknown problem” was increased and kept maintaining.
4. After instruction, all of the two subjects’ percentages of correct responses of “referent quantity unknown problem” was increased and kept maintaining.
5.The main reason that influenced the two subjects’ performance of problem-solving was the subjects’ability of representation of the problem.
Keywords：mathematical problem-solving strategies、Mathematical Learning Disabilities、comparative addition and subtraction applied mathematics problems
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Sitsula, Tshisikhawe. "Challenges of Grade 6 learners' experience when solving mathematical word problems." Diss., 2012. http://hdl.handle.net/11602/56.
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Xin, Yan Ping. "A comparison of two instructional approaches on mathematical word problem solving by students with learning problems /." Diss., 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3073969.
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Huang, Ching-Ying, and 黃靖穎. "Enabling Students to Seek Computer-based Scaffolds for Solving Mathematical Word Problems." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/38528317574923834065.
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碩士<br>國立中央大學<br>網路學習科技研究所<br>98<br>Scaffolding can develop a student’s ability to internalize new information on the basis of prior knowledge. However, it assumes that all students are novices and likely limits students’ way of thinking. Therefore, this study incorporates the concept of help seeking in the usage of scaffolds, so that students can think as a whole before using scaffolds. The author preliminarily designed an activity flow of seeking scaffolds for promoting student’s active learning and seeking appropriate scaffolds. This study adopted three research steps: trial study, case study, and experiments. According to the class observation and the data obtained from the trial study and case study, the author amended the system by adding some of functions such as the instructions of using scaffolds, coins system, and the confidence questionnaire.
The results showed that, after using the “scaffolding-seeking” system, students had higher confidence to solve mathematical word problems. When answering correctly, students could solve the word problem faster if they can solve it on their own. On the other hand, student could use a digital sheet to externalized their thinking and solve the problem. When students faced difficulty in solving a word problem, students could choose an appropriate scaffold to not only solve the problem but also learn the skill and the way of solving word problems gradually.
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Lin, Jung-ching, and 林容靖. "A study on Graduated-Prompting Strategy to Mathematical Word-Problems Solving for the Students with Mathematics Learning Difficulties." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/59135186925028202632.
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碩士<br>國立臺南大學<br>特殊教育學系碩士班<br>101<br>The purpose of this study was to explore the effect of graduated-prompting strategy for the students with Mathematics learning difficulties to solve word-problems in mathematics. This study was referred from Campione & Brown who proposed the graduated-prompting making the graduated-prompting strategy of four levels. It included reading prompt, key-message prompt, give equation framework and operators prompt, show operators prompt.
The research method of this study adopted single-subject experiment design for three 4th grade students with Mathematics Learning Difficulties. In this study, collect their solving performance of word-problems in mathematics and need to prompt level.
The data were presented by visual analysis and C-statistic analysis to explore the performance with internal stage and between stage.
According to the findings, conclusions were reached as the following:
1. After instruction, the percentage of correct response to solve word-problems in mathematic of three subjects increase and kept maintaining after one week.
2. The graduated-prompting strategy has better immediate and maintaining effect to the class of addition-subtraction word-problems.
3. 「Prompt two, key-message prompt」of graduated-prompting strategy has the highest percentage of correct response to solve word-problems in mathematic.
4. In the class of addition and subtraction word-problems had higher the percentage of correct response to solve, but using less of graduated-prompt.
5. The graduated-prompting strategy can induce the learning potential of word-problems solving with Mathematics learning difficulties.
Based on the conclusions, suggestions were made for the using of graduated-prompting strategy and future research.
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賴姵靜. "The effects of meta-cognitive strategy instruction on solving mathematical word problems of elementary school students with mathematics disabilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/68208977640232554831.
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碩士<br>國立彰化師範大學<br>特殊教育學系所<br>97<br>This study examined the effectiveness of meta-cognitive strategy instruction on solving mathematical word problem of elementary school students with mathematics disabilities (MD). In addition, the problem solving processes of students with MD were observed and analyzed.
The meta-cognitive strategy was adapted by the researcher from the cognitive-meta-cognitive strategies for mathematical problem solving by Montague (1992, 1995, 1997). The research design used in the study was a multiple probe across participants. The experimental phases included baseline, generalization, and maintenance. Three students with MD in Grade 4 participated in the study. The results indicated that all students’ word problem solving performance increased. Moreover, the students generated and used the meta-cognitive strategy to solve word problems. Overall the students were very satisfied with the instruction and would continue to use strategy to solve word problems in other classroom settings.
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Li, Xiao-Wei, and 李筱薇. "An Action Research on Improving solving Mathematical Addition and Subtraction word Problems of A Student with Mathematics Learning Disabilities." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/x2gx4t.
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碩士<br>臺北市立大學<br>數學系數學教育碩士班<br>106<br>Abstract
The purpose of this study was to investigate a course of action on improving solving mathematical addition and subtraction word problems of a student with mathematics learning disabilities. This study is aimed at a fifth-grade mathematics learning disability student, taking a resource classroom as a field to conduct action research. Through three teaching cycles, according to the problems found, the literature is discussed, and then the plan is drawn up, the plan is executed, and the teaching is discussed with the mathematics education experts. According to the research results, the following are found:
1. The strategies used by researchers are mainly based on simplified digital strategies. In addition, there are combined reading, drawing representations (including manipulative models, circle representation and line segment representation), and post-cognitive teaching strategies.
2. The mistakes that students with mathematics learning disabilities often appear in the teaching process include: in the comparative addition and subtraction word problem, the difficulty of representation in the understanding of the meaning stage, the error caused by relying on keywords, the problem to be answered in the problem, static pictures change to formula error, and post-column calculation error.
3. The results of this research, students with mathematics learning disabilities can solve comparative simple digital word problems by drawing circle diagrams. After the practice, the basic computing ability can be improved. In the case of the use ratio and the simplified digital strategy, the change addition and subtraction word problem can be solved. Develop effective problem-solving steps, so that students can solve the change type simplified digital word problem, and applicable to solve fraction and decimal word problem.
Based on the above results, the researchers made recommendations on the teaching of the addition and subtraction word problem and future related research.
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Tai, Po-chen, and 戴伯錚. "The effect of problem-posing activities on problem posing and problem solving abilities for children with difficulties in solving mathematical word problems." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/13617083595693189235.
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碩士<br>國立臺南大學<br>特殊教育學系碩士班<br>96<br>The purpose of this study was to explore whether problem-posing activities help children with difficulty solving mathematical word problems in problem posing and problem solving. This study adopted the multiple-baseline, cross-group design of single-subject research. Three fourth-grade students with difficulty solving mathematical problems were chosen as research subjects. This research adopted the problem-posing test and the problem-solving test to analyze the changes in problem-posing and problem-solving abilities. The results indicated the following:
1. Problem-posing activities could improve and maintain problem-posing feasible on children with difficulty solving mathematical word problems.
2. Problem-posing activities could improve and maintain problem-posing fluency on children with difficulty solving mathematical word problems.
3. Problem-posing activities could improve and maintain problem-posing flexibility on children with difficulty solving mathematical word problems.
4. Problem-posing activities could improve and maintain problem-posing complexity on children with difficulty solving mathematical word problems.
5. Problem-posing activities could improve and maintain the ability to solve changing word problems on children with difficulty solving mathematical word problems.
6. Problem-posing activities could improve and maintain the ability to solve comparing word problems on children with difficulty solving mathematical word problems, but the effect was not as remarkable as the ability to solve changing word problems.
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Lie, Lie-Hua, and 林麗華. "A Study on Comprehension of Mathematical Word Problems for Elementary Students with different Math Achievement." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/56744179669548689083.
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碩士<br>國立臺南大學<br>特殊教育學系碩士班<br>94<br>The purpose of this study is to explore the conditions on reading comprehension of mathematical word problems for elementary students with different mathematical achievement. In this study there are totally 84 students who are 3rd grade of elementary school. The students are divided into three groups:1.common students; 2.low mathematical achievement students;3.low achievement students on both mathematics and reading comprehension. The students are arranged to accept two kinds of test, one is “test of reading comprehension of mathematical word problems”, another is ”test of reading comprehension of Chinese word”.
The findings are presented as follows:
1.There is a significant relationship between “test of reading comprehension of mathematical word problems” and “test of reading comprehension of Chinese word”.
2.There are significant differences among “the whole test”, “problem translation” and “problem integration” for the students with different math achievement.
3.The test of reading comprehension of math word problems contains eight items. The achievement of “common students” is higher than “low math achievement student”, and “low achievement students on both mathematics and reading comprehension” is the worst in seven items.
According to the conclusion of this study, further suggestions are proposed for future studies.
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LIN, CHUN-FU, and 林俊甫. "Using Metacognitive Instruction on Solving Mathematical Word Problems for Fifth-grade Students: An Action Study." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/68qe72.
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碩士<br>國立臺中教育大學<br>教育學系課程與教學碩士在職專班<br>106<br>Abstract
This action study focuses on the effects of using metacognitive instruction on solving mathematical word problems for fifth graders. A total of 22 students in one fifth-grade class in Taichung participated in the course that included 18 sessions in eight weeks. Based on M. Montague’s seven-step strategy, the author adopted a metacognitive approach that involves Read, Paraphrase, Visualize, Compute and Check to instruct participants on math word problems.
To analyze participants’ ability to solve word problems before and after metacognitive instruction, this study collects math pre-test and post-test results, metacognitive strategy worksheets and learning sheets, video data, self-assessment journals, classroom observation forms, peer review and student feedback. The results of this study are as follow:
1. Based on Montague’s seven-step strategy, the author adopted a metacognitive approach that involves Read, Paraphrase, Visualize, Compute and Check. An eight week of course is realized through guided instruction, student response analysis, self-feedback and calibration.
2. The author experimented with solutions when participants failed to paraphrase word problems by highlighting keywords in them.
3. The metacognitive approach improves the participants’ ability to solve math word problems in an efficient way.
4. For the author, the adoption of metacognitive approach helps build expertise and self-reflection.
Based on the results, the author offers seven suggestions for researchers and teachers:
1. Prior to every teaching unit, perform a more comprehensive introduction to the math terms that will be used in Paraphrase step (i.e. highlighting keywords). During instruction, guide students to “read” word problems carefully.
2. From diverse teaching units, choose those that build connection with students.
3. Make good use of teaching aids.
4. Design a reward plan and develop a supportive environment for students.
5. Include more word problem structures in chosen teaching units.
6. Involve students of focus in action studies.
7. Invite peers to ensure research objectivity and offer valuable recommendations.
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Chen, Suen C., and 陳瓊瑜. "The study of the problem solving process of multiplication word problems at the third grade students with mathematical learning difficulties." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43390383819588228263.
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碩士<br>國立彰化師範大學<br>特殊教育學系在職進修專班<br>90<br>This study aims at comparing and contrasting the difference of multiplication application problems solving process of the third graders of elementary students between those of high mathematical ability and those of low. Based on the result, or the differences, I will further study the possible difficulties these students of low mathematical ability might face while they are solving the multiplication application problems. Five for each ability group, ten in total, took part in this study. We will work on ten problems of multiplication application, include five for the middle difficult and five for the highly difficult problems. I will apply the research methods of thinking aloud and meeting. According to the oral records of thinking aloud and the meeting records, I analyze the problem solving process, and the difference of the process between the two groups as following:
1. The most students of the group of high mathematical ability can apply the five problem solving elements well. They often make mistakes at the stages of problem integration and problem solving execution. Also, they are less aware of their mistakes made in calculation.
2. It’s very possible for the students of low mathematical ability to make mistakes anytime, but the most difficult for them are the two elements: problem integration and problem solving execution. They are not aware of their mistakes made while they are working on the problems.
3. To summarize, obviously the students of high mathematical ability and solve the problems faster than the low. The group of high mathematical ability can apply the five problem solving elements well while the low can make mistakes at any elements. The group of high mathematical ability often makes mistakes while doing calculation and the integration of unit conversion. The group of low mathematical ability often makes mistakes at problem integration, problem solving execution, problem translation, etc.
4. The possible cognitive difficulty of solving multiplication application problems the group of low mathematical ability might face is the students’ comprehensive problem of specific concepts, such as the relative clauses occur in the question. Also, they don’t have enough multiplication knowledge for them to apply upon problem translation and integration of meaning. Besides, due to their lack of calculation skill proficiency and their passive attitude at problem solving monitoring, they are lack of efficiency on problem solving, and it’s easy for them to make mistakes during the process.
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Huang, Tzu-Chi, and 黃姿綺. "An Action Research about the Effect of Mathematical Word Problems by Problem-Solving Strategies for Elementary Students with Hearing-impaired." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/13451023248895987583.
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碩士<br>臺中師範學院<br>國民教育研究所<br>91<br>The purpose of this study was to explore the effect of problem-solving strategies toward three hearing-impaired students at sixth grade. Researcher conducted the study by using Mayer (1992)’s solving progress as frame , self-made word problem as context, it was a qualitative Action Research. There were four studying stages: “ I can draw the pictures ” , “I can find the points”, “I can make a comparison ” and “I can read the sentence”. According to the sentence structure of questions (declarative, relative and interrogative sentences), researcher designed process of problem representation and problem -solving .During the process of study, the researcher used teaching, observing and document analysis to collect and induce related data.
The possessions of main conclusion as follows:
1.The Performance of mathematical problem representation :
(1)Problem translation
could draw similar diagrammed representation of concrete
subjects ,but showed difficulties of translation unit terms.
(2)Problem integration
representative strategies of tables, key terms and lines
were helpful to questions integration.
2. The Performance of mathematical problem solving :
(1)Solution planning and monitoring
Structural, solution planning was necessary, but
development of monitoring was difficult.
(2)Solution execution -implement problem representation to
facilitate execution of problem solving. Success of problem
representation doesn’t mean the success of execution
problem solving.
3.The Benefits:
To promote the understanding of questions, develop the
strategies of problem solving, further the efficiency of
problem solving and elevate the interests of learning.
4. The Difficulties :
Insufficient problem translation, inadequate individual
instruction, uneasy teaching control and biased teaching
design.
5. Teacher’s reaction :
Collected relevant documentary, asked for scholars and
specialists,examined individual process of each stage.
Based on above results, implications for practice and further research were recommended on the basis of the finding of this study.
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Ju-Han, Yang, and 楊茹涵. "An action research of optimum multi-strategies for a mathematical teacher tutoring the high-grade elementary students in mathematical word problems." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/9d62h7.
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碩士<br>臺北市立教育大學<br>數學資訊教育學系碩士班<br>101<br>This research describes the action process of researcher practicing optimum multi-strategies in teaching mathematical word problems and reflection on researcher's practical actions of teaching behavior.
Researcher used tutoring students as teaching object and conducted this action research by using four cycles. In first cycle, researcher conducted mathematical word problems analysis and organization. In second cycle, researcher analyzed and planned teaching processes and methods. Finally, in last two cycles, researcher tried to practice optimum multi-strategies towards actual teaching.
Research results showed that researcher understands how to use optimum multi-strategies in actual teaching for helping students' mathematical word problems learning. Practicing optimum multi-strategies in teaching mathematical word problems needs consider for the three aspects, include content of teaching, students' cognition and teaching methods.
The original unorganized mathematical word problems not only are sorted by structure, researcher also grasped with each problem type, in order to teach students key concepts. This not only improves researcher's sensitivity of teaching contents, but also lets students understand how to solve problems.
Understanding students' solve problem process improves researcher's sensitivity of students' cognition and helping researcher selects appropriate teaching methods. Finally, regarding teaching methods, researcher can choose a better teaching method to practice after some planning and analysis, according to the teaching condition.
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Tobias, Bruce. "From textual problems to mathematical relationships: case studies of secondary school students and the discourses at play in interpreting word problems." Thesis, 2011. http://hdl.handle.net/10539/9955.
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This study uses a discourse analysis from the perspectives of James Paul Gee (2005; 1999) in order to establish a socio-situated view of why grade 10 students often experience difficulties in representing mathematical word problems into appropriate equations and expressions that enable a solution to the problems. A discursive methodology was used to throw light on the difficulties that students experience that was different from the perspectives adopted previously, viz. from a view of the structure of the problems, from a pedagogic point of view and a cognitive understanding. An initial case study in one school in which four students were selected revealed that a master model existed that students were enacting when doing and talking about their experiences with word problems, viz. that word problems are obfuscatory. This master model rendered the students relatively mathematically helpless within a Discourse of school mathematics word problems. In order to more fully understand these findings an extended study was set up in which the methodology and analytic framework were refined. This extended study saw four students at each of three different sites selected to participate. The findings of this extended study were that the students enacting a situated Discourse model were more enabled within the Discourse of school mathematics word problems, whilst those enacting a deficit Discourse model were either peripheral or outside of that Discourse.
This study contributes in that the constructs for the phenomena and the analytic tools within the context of school mathematics needed to be pioneered, adapted and refined over a period of time to address aspects particular to school mathematics. This resulted in a view from a socio-situated perspective which saw a shift in seeing what students do with the problem to what students do in the social setting associated with the problem. From this shift in focus came a new understanding of student difficulties with word problems that gave rise to a sub-Discourse within the Discourse surrounding school mathematics word problems, and students finding themselves in this sub-Discourse becoming marginalised through enacting a deficit Discourse model because they are unable to ascribe to the success model, or situated Discourse model.