To see the other types of publications on this topic, follow the link: Problem solving in children. Mathematical ability.
Dissertations / Theses on the topic 'Problem solving in children. Mathematical ability'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Problem solving in children. Mathematical ability.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
2
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.
Full text
3
Ndongeni, Siviwe Lungelwa. "Examining the nature of the relationship between learners' conceptual understanding and their mathematical dispositions in the context of multiplication." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013217.
Full textAbstract:
The focus of this study is to explore three key aspects of learners’ multiplicative proficiency: the nature of learners’ conceptual understanding of multiplication, the nature of learners’ numeracy dispositions (in the context of learning multiplication), and the relationship between conceptual understanding and productive dispositions in the context of multiplication. The study used a qualitative case study approach to gather rich data in relation to these. In the study a purposively selected sample of six Grade 4 learners was used from the same school: two high, two average, and two low performers. Kilpatrick, Swafford, and Findell (2001) define conceptual understanding as a functional grasp of mathematical ideas and its significant indicator is being able to represent mathematical situations in different ways and knowing how different representations can be useful for different purposes. They then refer to productive disposition as the ‘tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics’ (p.131). Individual interviews were conducted using Wright, et al.’s (2006) instrument for exploring the nature of students’ conceptual understanding of multiplication. Wright, et al. (2006) argue that the topics of multiplication and division build on the students’ knowledge of addition and subtraction, and also multiplication and division provide foundational knowledge for topics such as fractions, ratios, proportion and percentage, all of which are core and essential areas of mathematical learning typically addressed in the primary or elementary grades. Researchers agree that learners have to be exposed to various strategies so that they are able to see that there is a difference between additive reasoning and multiplicative reasoning. In order to classify learners’ conceptual understanding of multiplication an analysis of the data was done and learners were allocated levels according to the Wright, et al. (2006) levels of achievement. For the classification of learner dispositions, the data was analysed in terms of the elements of productive disposition as defined by Kilpatrick, et al. (2001) and Carr and Claxton (2002). The key findings of the study indicate that for conceptual understanding most of the learners depended on using concrete materials in solving multiplication and they also used basic strategies and methods. The findings for productive dispositions were that most of the learners saw themselves as competent in doing multiplication but the aspect of sense making and steady effort was less developed. The findings for the relationship between conceptual understanding and productive disposition were that both strands have a mutual relationship in which one helped the other to develop.
4
Krawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.
Full textAbstract:
The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students. The primary interest was to analyze the problem representation processes students use to translate and integrate problem information as they solve math word problems. Problem representation processes were operationalized as (a) paraphrasing the problem and (b) visually representing the problem. Paraphrasing accuracy (i.e., paraphrasing relevant information, paraphrasing irrelevant linguistic information, and paraphrasing irrelevant numerical information), visual representation accuracy (i.e., visual representation of relevant information, visual representation of irrelevant linguistic information, and visual representation of irrelevant numerical information), and problem-solving accuracy were measured in eighth-grade students with LD (n = 25), LA students (n = 30), and AA students (n = 29) using a researcher-modified version of the Mathematical Processing Instrument (MPI). Results indicated that problem-solving accuracy was significantly and positively correlated to relevant information in both the paraphrasing and the visual representation phases and significantly negatively correlated to linguistic and numerical irrelevant information for the two constructs. When separated by ability, students with LD showed a different profile as compared to the LA and AA students with respect to the relationships among the problem-solving variables. Mean differences showed that students with LD differed significantly from LA students in that they paraphrased less relevant information and also visually represented less irrelevant numerical information. Paraphrasing accuracy and visual representation accuracy were each shown to account for a statistically significant amount of variance in problem-solving accuracy when entered in a hierarchical model. Finally, the relationship between visual representation of relevant information and problem-solving accuracy was shown to be dependent on ability after controlling for the problem-solving variables and ability. Implications for classroom instruction for students with and without LD are discussed.
5
McCoy, Leah Paulette. "The effect of computer programming experience on mathematical problem solving ability." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/64669.
Full textAbstract:
Five component problem-solving skills (general strategy, planning, logical thinking, algebraic variables, and debugging) were identified as common elements of both computer programming and mathematical problem-solving. Based on the similarities of these general skills in specific contexts, a theory was generated that the skills would transfer and that experience in computer programming would cause an improvement in mathematical problem-solving achievement.
A path model was constructed to illustrate this hypothesized causal relationship between computer programming and mathematical problem-solving achievement. In order to control for other relevant variables, the model also included mathematics experience, access to a home computer, ability, socioeconomic status, and gender. The model was tested with a sample of 800 high school students in seven southwest Virginia high schools.
Results indicated that ability had the largest causal effect on mathematical problem-solving achievement. Three variables had a moderate effect: computer programming experience, mathematics experience, and gender. The other two variables in the model (access to a home computer and socioeconomic status) were only very slightly related to mathematical problem-solving achievement.
The conclusion of the study was that there was evidence to support the theory of transfer of skills from computer programming experience to mathematical problem-solving. Once ability and gender were controlled, computer programming experience and mathematics experience both had causal effects on mathematical problem-solving achievement. This suggests that to maximize mathematical problem-solving scores, a curriculum should include both mathematics and computer programming experiences.Ed. D.
6
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.
Full text
7
Klein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.
Full text
8
Lam, Tsz-ki. "Developing creativity and problem solving through story telling for preschool children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.
Full text
9
Walden, Rachel Louise. "An exploration into how year six children engage with mathematical problem solving." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/14285.
Full textAbstract:
This thesis provides some new insight into children’s strategies and behaviours relating to problem solving. Problem solving is one of the main aims in the renewed mathematics National Curriculum 2014 and has appeared in the Using and Applying strands of previous National Curriculums. A review of the literature provided some analysis of the types of published problem solving activities and attempted to construct a definition of problem solving activities. The literature review also demonstrated this study’s relevance. It is embedded in the fact that at the time of this study there was very little current research on problem solving and in particular practitioner research. This research was conducted through practitioner research in a focus institution. The motivation for this research was, centred round the curiosity as to whether the children (Year Six, aged 10 -11 years old) in the focus institution could apply their mathematics to problem solving activities. There was some concern that these children were learning mathematics in such a way as to pass examinations and were not appreciating the subject. A case study approach was adopted using in-depth observations in one focus institution. The observations of a sample of Year Six children engaged in mathematical problem solving activities generated rich data in the form of audio, video recordings, field notes and work samples. The data was analysed using the method of thematic analysis utilising Nvivo 10 to code the data. These codes were further condensed to final overarching themes. Further discussion of the data shows both mathematical and non-mathematical overarching themes. These themes are discussed in more depth within this study. It is hoped that this study provides some new insights into children’s strategies and behaviours relating to problem solving in mathematics.
10
Lo, Elsa. "Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61813.
Full text
11
Lam, Tsz-ki, and 林子琪. "Developing creativity and problem solving through story telling for preschool children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35372941.
Full text
12
Wares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.
Full textAbstract:
Thesis (Ph. D.)--Illinois State University, 2001.Title from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.
13
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.
Full text
14
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.
Full text
15
Owens, Kay Dianne, and mikewood@deakin edu au. "Spatial thinking processes employed by primary school students engaged in mathematical problem solving." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.100440.
Full textAbstract:
This thesis describes changes in the spatial thinking of Year 2 and Year 4 students who participated in a six-week long spatio-mathematical program. The main investigation, which contained quantitative and qualitative components, was designed to answer questions which were identified in a comprehensive review of pertinent literatures dealing with (a) young children's development of spatial concepts and skills, (b) how students solve problems and learn in different types of classrooms, and (c) the special roles of visual imagery, equipment, and classroom discourse in spatial problem solving.
The quantitative investigation into the effects of a two-dimensional spatial program used a matched-group experimental design. Parallel forms of a specially developed spatio-mathematical group test were administered on three occasionsbefore, immediately after, and six to eight weeks after the spatial program. The test contained items requiring spatial thinking about two-dimensional space and other items requiring transfer to thinking about three-dimensional space. The results of the experimental group were compared with those of a control group who were involved in number problem-solving activities. The investigation took into account gender and year at school. In addition, the effects of different classroom organisations on spatial thinking were investigated~one group worked mainly individually and the other group in small cooperative groups.
The study found that improvements in scores on the delayed posttest of two-dimensional spatial thinking by students who were engaged in the spatial learning experiences were statistically significantly greater than those of the control group when pretest scores were used as covariates. Gender was the only variable to show an effect on the three-dimensional delayed posttest.
The study also attempted to explain how improvements in, spatial thinking occurred. The qualitative component of the study involved students in different contexts. Students were video-taped as they worked, and much observational and interview data were obtained and analysed to develop categories which were described and inter-related in a model of children's responsiveness to spatial problem-solving experiences. The model and the details of children's thinking were related to literatures on visual imagery, selective attention, representation, and concept construction.
16
Tedesco, Marick Rozek. "The influence of reading and math skill on the multiple choice mathematics problem solving performance of fourth-grade students /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3018396.
Full textAbstract:
Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 114-117). Also available for download via the World Wide Web; free to University of Oregon users.
17
Kaizer, Cindy. "Strategy, use of cognitive strength, and flexibility in mathematically competent students." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=64028.
Full text
18
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.
Full text
19
Newman, Nellis Leah M. "The effects of peer interaction and cognitive ability on the planning skills of preschool children." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/952812.
Full textAbstract:
The ability related differences and the role of peer interaction in preschool children's planning skill on a sociocultural task was investigated. Shopping routes through a model grocery store were planned by 50 children ranging in age from 3 years, 2 months to 5 years, 11 months. There were 30 children with average ability (Differential Ability Scales GCA score 85-115) and 20 children with high ability (DAS scores above 120). All subjects planned a total of five shopping trips. The first and last trips were completed alone, while the three middle trips were either completed alone, with a same-ability peer, or with a mixed-ability peer.Data were analyzed with a series of multivariate analyses of variance (MANOVA) with a within-subjects factor representing the measures of planning skill across Lists 2, 3, and 4. Preschool-aged children did not differ in planning skill on the basis of cognitive ability at the onset of the task. Dyads planned more efficient routes than individuals and also employed a more mature item location strategy. Children of average ability improved in planning performance from List One to List Five regardless of the ability level of their partner during Lists 2, 3, and 4. High ability preschoolers performed equally well when working alone, with a peer of same ability, or with a peer of less ability.Dyads of average children working together engaged in arguments and disagreements concerning the task but planned less efficient routes than did dyads of high-ability children. Mixed-ability dyads and those of high ability peers planned more efficient routes but engaged in little discussion. Thus, average children working together may have experienced growth in social competence as a result of social conflict concerning the social problem solving task. Such advances were most likely minimal for children in mixed-ability and high ability dyads. Advances in social competence may be of primary importance for preschool aged children. Future research should seek to clarify the relationship between ability and peer interaction in an effort to identify the features of social interaction which are necessary for cognitive growth.Department of Educational Psychology
20
Aguilar, Beatriz E. "The effect of individual versus collective creative problem solving experiences on fourth- and fifth-grade students' compositional products." Thesis, connect to online resource, 2004. http://www.library.unt.edu/theses/all/Dec2004/aguilar%5Fbeatriz%5Fe/index.htm.
Full text
21
Higgins, Heidi Jean. "The relationship of sixth-grade students' mental rotation ability to spatial experience and problem-solving strategies by socioeconomic status and gender." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239873.
Full text
22
Daniel, Gretchen Elisabeth. "Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054670621.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xii, 143 p. Includes bibliographical references. Available online via OhioLINK's ETD Center
23
Penlington, Thomas Helm. "Exploring learners' mathematical understanding through an analysis of their solution strategies." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007642.
Full textAbstract:
The purpose of this study is to investigate various solution strategies employed by Grade 7 learners and their teachers when solving a given set of mathematical tasks. This study is oriented in an interpretive paradigm and is characterised by qualitative methods. The research, set in nine schools in the Eastern Cape, was carried out with nine learners and their mathematics teachers and was designed around two phases. The research tools consisted of a set of 12 tasks that were modelled after the Third International Mathematics and Science Study (TIMSS), and a process of clinical interviews that interrogated the solution strategies that were used in solving the 12 tasks. Aspects of grounded theory were used in the analysis of the data. The study reveals that in most tasks, learners relied heavily on procedural understanding at the expense of conceptual understanding. It also emphasises that the solution strategies adopted by learners, particularly whole number operations, were consistent with those strategies used by their teachers. Both learners and teachers favoured using the traditional, standard algorithm strategies and appeared to have learned these algorithms in isolation from concepts, failing to relate them to understanding. Another important finding was that there was evidence to suggest that some learners and teachers did employ their own constructed solution strategies. They were able to make sense of the problems and to 'mathematize' effectively and reason mathematically. An interesting outcome of the study shows that participants were more proficient in solving word problems than mathematical computations. This is in contrast to existing research on word problems, where it is shown that teachers find them difficult to teach and learners find them difficult to understand. The findings of this study also highlight issues for mathematics teachers to consider when dealing with computations and word problems involving number sense and other problem solving type problems.
24
Guenther, Sammye J. "An examination of fifth grade students' consideration of habits of mind : a case study /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841295.
Full text
25
Hunsader, Patricia D. "Lessons learned about boys' and girls' mathematical problem solving : the solution processes, performance, linguistic explanations, self-efficacy, and self-assessment of fifth-grade students of varying reading and mathematics abilities." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001185.
Full text
26
Schaefer, Whitby Peggy. "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." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3690.
Full textAbstract:
Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD
27
Andersson, Sanna, and Amanda Bjerstam. "Elevers matematiska utveckling i arbetet med problemlösning inom det kooperativa lärandet." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40397.
Full textAbstract:
The following study aims to investigate how pupils benefit from the work with problem solving in cooperative learning and what mathematical abilities the pupils develop in this type of work. The target of this study is elementary school. The result of this study is based on a selection of scientific articles. The problem statement has been a decisive factor in the choice of articles. The conclusion of this study is that the pupils benefit from problem solving within cooperative learning because it supports pupils' ability to solve mathematical problems. Also the students benefit from discussions with their peers when they are reasoning together and use mathematical terms. The abilities that develop using problem solving in mathematics education are abilities that are stated in Lgr11 (Skolverket, 2019) and creative abilities. Other abilities that develop using problemsolving within cooperative learning are logical thinking and reasonableness assessment.
28
Algotsson, Sarah. "Tror jag att jag kan det här? : En kvantitativ studie om elevers tilltro till sin egen matematiska förmåga i relation till faktisk prestation i metod-och problemlösningsuppgifter." Thesis, Linnéuniversitetet, Institutionen för matematik (MA), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71008.
Full textAbstract:
Denna kvantitativa forskningsrapport inriktar sig på hur elever uppfattar sin egen matematiska förmåga, vilken grad av tilltro eleverna har till sin förmåga och hur de presterar i matematikämnet med särskilt fokus på metod- och problemlösningsuppgifter. Den litteratur som ligger till grund för studien baseras på vad det innebär att tro på sin egen förmåga, förmågan att kunna värdera sig själv och sin förmåga samt matematikuppgifters betydelse för skapandet av självuppfattning och tilltro till den egna förmågan. Den forskningsmetod som används för att kunna besvara studiens frågeställningar är av kvantitativ karaktär och består av ett självskattningsformulär där syftet är att synliggöra elevernas grad av tilltro till den egna matematiska förmågan samt ett tillhörande matematiktest där eleverna löser metod- och problemlösningsuppgifter. Lösningsfrekvensen av de olika uppgiftstyperna analyseras i relation till elevernas grad av tilltro. Studien genomsyras av ett socialpsykologiskt perspektiv och resultatet teoretiseras genom att utgå från den socialpsykologiska teorin om själveffektivitet samt symbolisk interaktionism. För att analysera sambanden har materialet även analyserats ur ett statistiskt perspektiv genom analysverktyget SPSS. Resultatet av studien visar att det verkar finnas ett samband mellan elevernas grad av tilltro till sin matematiska förmåga och hur de presterar i både metod- och problemlösningsuppgifter.This quantitative study focuses on how students perceive their own mathematical ability, what degree of confidence students have in their ability and how they perform in mathematical tasks that focuses on method and problem solving ability. The literature underlying the study is based on the importance of believing in your own ability, the ability to assess yourself and your ability, and the importance of mathematics to maintain and create opportunity to develop self-perception and confidence in your own ability. The research method used to answer the questions of the study is of a quantitative nature and consists of a self-assessment form that aims to visualize the students' degree of confidence in their own mathematical ability and a mathematics test where students solve method and problem solving tasks. The dissolution rate of the different types of tasks is analyzed in relation to the students' degree of confidence. The study is pervaded by a social psychological perspective and the result is theorized by starting from the social psychological theory of self-efficacy as well as symbolic interactionism. To analyze the relationships, the material has also been analyzed from a statistical perspective, using the SPSS analyzing tool. The result of the study shows that there seems to be a connection between the students' degree of confidence in their mathematical ability and how they perform in both method and problem solving tasks.
29
Mendes, Marco Miguel da Silva. "Estratégias de resolução de problemas: construção de conhecimento matemático por alunos de currículos alternativos." Master's thesis, Universidade de Évora, 2007. http://hdl.handle.net/10174/16190.
Full textAbstract:
Este trabalho procurou analisar/compreender se o aluno, que frequenta uma turma onde se desenvolve um currículo alternativo de Matemática, poderia, com base numa prática letiva assente na resolução de problemas, criar e/ou utilizar estratégias de resolução que levassem à construção de conhecimento matemático e à sua efetiva utilização. Procurou, igualmente, compreender em que medida essa prática, poderia constituir um fator influente na melhoria da aprendizagem e também no sentido de influenciar a sua relação coma Matemática. As questões orientadoras do estudo foram as seguintes: a) As estratégias de resolução criadas e/ou utilizadas pelos alunos para resolverem problemas evidenciam alguma prática regular? b) As diferentes estratégias de resolução utilizadas pelos alunos na resolução de problemas permitem a construção de conhecimento matemático? c) Em que medida a prática letiva com base na resolução de problemas pode ser fator influente na melhoria da aprendizagem matemática de alunos que frequentam uma turma onde se desenvolve um currículo alternativo? d) De que modo essa prática pode influenciar a relação com a Matemática de alunos inseridos numa turma onde se desenvolve um currículo alternativo? Metodologicamente, o estudo" seguiu uma abordagem de investigação qualitativa e interpretativa, assente em dois estudos de caso qualitativo e analítico. O investigador assume os papéis de investigador-instrumento e observador-participante. Foram recolhidos dados através de entrevistas, observação direta do trabalho dos alunos e documentos escritos das resoluções dos problemas elaborados pelos alunos. “ A análise de dados permite concluir que os alunos evoluíram no que se refere à sua capacidade de resolução de problemas, observando-se uma maior facilidade na compreensão e utilização de estratégias de resolução de problemas. A autonomia e persistência dos alunos na realização deste tipo de tarefas matemáticas foram algo notório ao longo do estudo, melhorando significativamente a relação com a Matemática. Estas conclusões reforçam a ideia da importância em assumir a resolução de problemas, como uma linha de força que, “atravessando” todo o currículo, oriente a definição de objetivos, de metodologias e de conteúdos significativos. /ABSTRACT - This work tried to analise/understand whether a student, attending a class with an alternative Mathematics' curriculum, could, in a problem-solving teaching environment, create and/or use strategies that Would converge in the building of Math comprehension and its use. It seeks to understand in what way this strategy influences not only as learning’ improvement but also the students' attitude towards this subject. The study’s guiding questions were: a) Are the resolution strategies, used by the students, evidence of a standard practice? b) Do the different problem-solving strategies, .used by the students, allow the building of Mathematics' comprehension? c) In what way can a problem-solving teaching environment influence these students in -the development of Math learning skills? d) In what way can this teaching influence their attitude towards Math? Methodologically, this study has followed a qualitative and interpretative investigation approach, based on two qualitative and analytical case studies. The investigator undertook both the role of investigator-instrument and observer-participant. The information was collected through interviews, direct observation and the gathering of Students’ Works. According to the data analyzed, the students acquired new problem-solving abilities, gaining a new sense of comprehension and being able to use problem-solving strategies. It was evident throughout the study that these students became more involved with Mathematics, solving its problems with a new independent and persistent attitude. These finding-s reinforce the notion of assuming problem-solving as a guiding line .throughout Math’s curriculum, helping defining goals, methods and significant contents.
30
Young, Charles Stephen. "The development of addition problem solving skills in grade one children : a microgenetic approach." Thesis, 2000. http://hdl.handle.net/10413/3523.
Full textAbstract:
This thesis replicates and explores some of the recent findings by Robert Siegler regarding the development ofaddition skills in grade one children. Siegler states that children employ a number ofdifferent strategies to solve single digit addition problems, these strategies coexist and compete, and cognitive variability is an essential aspect of cognitive development. He also advocates the use ofthe microgenetic approach in order to explore cognitive development. Many of Siegler' s observations were replicated while the microgenetic approach produced valuable information. Consideration of Siegler's work resulted in two research questions being formulated, both concerning the actual selection of strategies. First, a prediction analysis was employed to test the hypothesis that children attempt to match the most appropriate strategy to the problem presented according to a principle ofleast effort (defined as the attempt to maximise benefit and minimise cost). The predictions were stipulated prior to the analysis and were based on the arithmetic development literature. It was predicted that children would tend to retrieve the answers to small problems and tie-problems or calculate the answer by counting on from the larger addend by the amount indicated by the small addend (which involves reversing the order of the addends when the first addend is the smaller of the two). The strategy selections (n=229) made by a sample of 12 grade one learners on 21 single digit addition problems were categorised and compared to the predictions. The prediction analysis reduced the expected error by 63%, supporting the least effort model of strategy choice. The result is statistically significant (2=10.231, pThesis (M.A.)-University of Natal, Pietermaritzburg, 2000.
31
Huang, Chia-Chieh, and 黃家杰. "An analysis of Mathematics Problem-solving Processes of Gifted Primary School Children with General Intelligent Ability." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33504345281270425953.
Full textAbstract:
碩士國立中山大學
教育研究所
92
The purpose of this research is to use Schoenfeld’s mathematics problem-solving model to analyze processes, strategies, and affective characteristics of children in a gifted primary program, and then, to propose concrete suggestions for gifted class and general class teachers. Participants were six third-grade gifted children who were great in articulation, and enrolled in one primary school in Kaohsiung. The investigator analyzed think-aloud protocols of them who solved four non-routine problems selected by several expert teachers. The findings of this study were three. First, all six gifted students'' thought processes mostly conformed to Schoenfeld’s problem-solving model, though with various differences by individuals, and by problems. One of them provided two correct answers, having no verification stage in all problems. And one only provided one correct answer, had less analysis, exploration, design, and verification stage in solving all problems. Second, children exhibited diversified and flexible strategies. They used representing, drawing figures, working backward, introducing auxiliary element, and attempting mistakes to solve four non-routine mathematical problems. Last, the affective characteristics of students were positive. They were patient and perseverant and showed personal mathematics curiosity, excitement, and confidence, which were given as creative characteristics by Sternberg, and as mathematical talent or characteristics by Krutetskii. The investigator concluded that not all gifted students possessed meta-cognition ability: including exploration, design, and verification. The gifted class teachers could use non-routine mathematics problems to discipline students'' meta-cognitive ability, including exploration, design, and verification, and encourage them to generate more solving strategies by group discussion in class. Finally, the general class teachers could adopt problem-solving characteristics of gifted students as materials for gifted students and general students to learn together in class.
32
Huang, Xian-Zong, and 黃賢宗. "A Study on New Immigrant Children''s Mathematical Problem Solving Ability- A Junior High School in Taichung City as an Example." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/k77tzc.
Full textAbstract:
碩士國立中興大學
應用數學系所
106
The objective of this research is to study the performance of mathematical problem solving abilities of new immigrants’ children. This research adapt purposive sampling, selecting total 79 new immigrants’ children from a junior high school in Taichung city as research objects. The tool of this research is a questionnaire of “mathematical problems solving abilities”. To understand the differences among the new immigrants’ children, this research adapt the questionnaire to collect and observe the relationship among the following variables: the nationality and socioeconomic status of new immigrant parents, family atmosphere and background of new immigrant family, mathematical comprehensive abilities and learning attitude and problem solving abilities of new immigrants’ children.The statistical methods adapted include descriptive statistics, one-way ANOVA, and independent-sample t test. The primary findings of this research are: 1. Most of the socioeconomic status of new immigrant parents in the junior high school are at medium-low level. None is at high level. 2. The socioeconomics status of new immigrant parents won’t affect their family atmosphere and background, and mathematical comprehensive abilities and learning attitude In terms of mathematical problem-solving ability, the new immigrants’ children of medium socioeconomic status was higher than the ones of medium-low socioeconomic status. 3. The gender of new immigrants’ children will not affect their family atmosphere, mathematical comprehensive abilities and learning attitude and problem solving abilities. 4. The grand of new immigrants’ children won’t affect their family atmosphere and background. As to mathematical comprehensive abilities and learning attitude, the new immigrants’ children in grade 3 perform better than the ones in grade 1 and 2. As to problem-solving ability, they perform better than the ones in grade 1.
33
Chang, Ting-Wen, and 張婷雯. "A Study on New Immigrant Children''s Mathematical Problem Solving Ability- A Junior High School in Taoyuan City as an Example." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/26417376771583015479.
Full textAbstract:
碩士國立中興大學
應用數學系所
104
The objective of this research is to study the performance of mathematical problem solving abilities of new immigrants’ children. This research adapt purposive sampling, selecting total 56 SEA and mainland China new immigrants’ children from a junior high school in Taoyuan city as research objects. The tool of this research is a questionnaire of “mathematical problems solving abilities”. To understand the differences among the new immigrants’ children, this research adapt the questionnaire to collect and observe the correlation among the following variables: the nationality and socioeconomic status of new immigrant parents, family atmosphere and background of new immigrant family, mathematical comprehensive abilities and learning attitude and problem solving abilities of new immigrant’ children. The statistical methods adapted include descriptive statistics and one-way ANOVA. The primary findings of this research are: 1. Most of the socioeconomic status of new immigrant parents in the junior high school are at medium-low level. 2. The family atmosphere and background of new immigrants family has no significant difference with ordinary families. 3. The mathematical comprehensive abilities, learning attitude, and problem solving abilities of new immigrants’ children are at medium-low level. 4. The socioeconomics status of new immigrant parents won’t affect their family atmosphere and background, mathematical comprehensive abilities and learning attitude and problem solving abilities. 5. The family atmosphere and background of new immigrants’ children will not affect their mathematical comprehensive abilities and learning attitude and problem solving abilities. 6. The mathematical problem solving abilities of new immigrants’ children are affected by their mathematical comprehensive abilities and learning attitude, i.e., the better the mathematical comprehensive abilities and learning attitude, the better the mathematical problem solving abilities.
34
Hambrick, Patricia J. "An investigation of World Wide Web use on problem solving ability of fifth grade students." 1997. http://books.google.com/books?id=-sfaAAAAMAAJ.
Full text
35
Lupahla, Nhlanhla. "Assessing the algebraic problem solving skills of Grade 12 learners in Oshana Region, Namibia." Diss., 2014. http://hdl.handle.net/10500/19225.
Full textAbstract:
This study used Polya’s problem-solving model to map the level of development of the algebraic problem solving skills of Grade 12 learners from the Oshana Region in Northern Namibia. Deficiencies in problem solving skills among students in Namibian tertiary institutions have highlighted a possible knowledge gap between the Grade 12 and tertiary mathematics curricula (Fatokun, Hugo & Ajibola, 2009; Miranda, 2010). It is against this background that this study investigated the problem solving skills of Grade 12 learners in an attempt to understand the difficulties encountered by the Grade 12 learners in the problem solving process. Although there has been a great deal of effort made to improve student problem solving throughout the educational system, there is no standard way of evaluating written problem solving that is valid, reliable and easy to use (Docktor & Heller, 2009).
The study designed and employed a computer aided algebraic problem solving assessment (CAAPSA) tool to map the algebraic problem solving skills of a sample of 210 Grade 12 learners during the 2010 academic year. The assessment framework of the learners’ problem solving skills was based on the Trends in International Mathematics and Science Study (TIMSS), Schoenfeld’s (1992) theory of metacognition and Polya’s (1957) problem solving model. The study followed a mixed methods triangulation design, in which both quantitative and qualitative data were collected and analysed simultaneously. The data collection instruments involved a knowledge base diagnostic test, an algebraic problem solving achievement test, an item analysis matrix for evaluating alignment of examination content to curriculum assessment objectives, a purposively selected sample of learners’ solution snippets, learner questionnaire and task-based learner interviews.
The study found that 83.8% of the learners were at or below TIMSS level 2 (low) of algebraic problem solving skills. There was a moderate correlation between the achievement in the knowledge base and algebraic problem solving test (Pearson r = 0.5). There was however a high correlation between the learners’ achievement in the algebraic problem solving test and achievement in the final Namibia Senior Secondary Certificate (NSSC) examination of 2010 (Pearson r = 0.7). Most learners encountered difficulties in Polya’s first step, which focuses on the reading and understanding of the problem. The algebraic strategy was the most successfully employed solution strategy.Mathematics Education
M. Sc. (Mathematics, Science and Technology Education (Mathematics Education))
36
Awuah, Francis Kwadwo. "Grade 12 learner's problem-solving skills in probability." Thesis, 2018. http://hdl.handle.net/10500/25585.
Full textAbstract:
This study investigated the problem-solving skills of Grade 12 learners in probability. A total of 490 Grade 12 learners from seven schools, categorised under four quintiles (socioeconomic factors) were purposefully selected for the study. The mixed method research methodology was employed in the study. Bloom’s taxonomy and the aspects of probability enshrined in the Mathematics Curriculum and Assessment Policy Statement (CAPS) document of 2011 were used as a framework of analysis. A cognitive test developed by the researcher was used as an instrument to collect data from learners. The instrument used for data collection passed the test of validity and reliability. Quantitative data collected was analysed using descriptive and inferential statistics and qualitative data collected from learners was analysed by performing a content analysis of learners’ scripts. The study found that the learners in this study were more proficient in the use of Venn diagrams as an aid in solving probability problems than in using tree diagrams and contingency tables as aids in solving these problems. Results of the study also showed that with the exception of Bloom's taxonomy synthesis level, learners in Quintile 4 (fee-paying schools) had statistically significant (P-value < 0.05) higher achievement scores than learners in Quintiles 1 to 3, (i.e. non-fee-paying schools) at the levels of knowledge, comprehension, application, analysis and evaluation of Bloom’s taxonomy.
Contrary to expectations, it was revealed that the achievement of the learners in probability in this study decreased from Quintile 1 to Quintile 3 in all but the synthesis level of Bloom's taxonomy. Based on these findings, the study argued that the quintile ranking of schools in South Africa may be a useful but not a perfect means of categorisation to help improve learner achievement. Furthermore, learners in the study demonstrated three main error types, namely computational error, procedural error and structural error. Based on the findings of the study it was recommended that regular content-specific professional development be given to all teachers, especially on newly introduced topics, to enhance effective teaching and learning.Mathematics Education
Ph. D. (Mathematics, Science and Technology Education)
37
Hartman, Paula Ann 1953. "Comparing students with mathematics learning disabilities and students with low mathematics achievement in solving mathematics word problems." Thesis, 2007. http://hdl.handle.net/2152/3532.
Full textAbstract:
This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.
38
Chen, Huihsiang, and 陳暉翔. "Based on Peer Assessment of Annotation–Assisted in Mathematic Problem Solving to Study the effect on Learning Achievement and Metacognition Ability for School Children." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/14087020049323271879.
Full textAbstract:
碩士臺北市立大學
資訊科學系碩士在職專班
104
The main target of mathematics education is to cultivate the learners’ problem-solving skills. Solving mathematical problems is the most difficult task for the learners. In traditional education system most of the teachers overstress the knowledge absorption, but neglect the importance of metacognition. Therefore, many students cannot monitor and adjust their processes of problem solving when facing irrational part. As a result, this study is to integrate the annotation assisted peer assessment strategy into mathematical problem-solving activities for enhancing the learners’ metacognition ability and problem-solving competences by using mobile devices. This study adopted a quasi-experimental research design to conduct a mathematics learning experiment. The subjects are 110 fourth grade students in Taipei city, and they are divided into the experimental group (n= 56) and control groups (n=54). The experimental group accepted annotation assisted peer assessment activities, while the control group accepted the traditional learning activities. In this study, the research instruments consist of "four fundamental mixed operations of arithmetic achievement tests", "mathematics metacognition inventory", "mathematics learning attitude scale", and "meta-cognitive assessment scale on mathematical problem solving". The descriptive statistics, paired-sample t test, and independent-samples t test are employed for analyzing the collected data by using SPSS. The results reveal as follows: (A) The annotation assisted peer assessment strategy can improve the learners’ mathematical problem solving abilities. (B) The annotation assisted peer assessment strategy can enhance the learners’ metacognition abilities. (C) The annotation assisted peer assessment strategy can promote the learners’ attitude towards part of mathematics learning. (D) The experimental group show high positive appraisal toward the annotation assisted peer assessment activities in mathematics curriculum.
39
Abakah, Fitzgerald. "Exploring mathematics learners’ problem-solving skills in circle geometry in South African schools : (A case study of a high school in the Northern Cape Province)." Diss., 2005. http://hdl.handle.net/10500/27360.
Full textAbstract:
This study examined “problem solving skills in circle geometry concepts in Euclidean Geometry. This study was necessitated by learners’ inability to perform well with regards to Euclidean Geometry in general and Circle Geometry in particular. The use of naturalistic observation case study research (NOCSR) study was employed as the research design for the study. The intervention used for the study was the teaching of circle geometry with Polya problem solving instructional approach coupled with social constructivist instructional approach. A High School in the Northern Cape Province was used for the study. 61 mathematics learners (grade 11) in the school served as participants for the first year of the study, while 45 mathematics learners, also in grade 11, served as participants for the second year of the study. Data was collected for two consecutive years: 2018 and 2019. All learners who served as participants for the study did so willingly without been coerced in any way. Parental consent of all participants were also obtained.
The following data were collected for each year of the research intervention: classroom teaching proceedings’ video recordings, photograph of learners class exercises (CE), field notes and the end-of-the- Intervention Test (EIT). Direct interpretations, categorical aggregation and a problem solving rubric were used for the analysis of data. Performance analysis and solution appraisal were also used to analyse some of the collected data. It emerged from the study that the research intervention evoked learners’ desire and interest to learn circle geometry. Also, the research intervention improved the study participants’ performance and problem solving skills in circle geometry concepts. Hence, it is recommended from this study that there is the need for South African schools to adopt the instructional approach for the intervention: Polya problem solving instructional approach coupled with social constructivist instructional approach, for the teaching and learning of Euclidean geometry concepts.Mathematics Education
40
Abakah, Fitzgerald. "Exploring mathematics learners’ problem-solving skills in circle geometry in South African schools : (a case study of a high school in the Northern Cape Province)." Diss., 2019. http://hdl.handle.net/10500/27360.
Full textAbstract:
This study examined “problem solving skills in circle geometry concepts in Euclidean Geometry. This study was necessitated by learners’ inability to perform well with regards to Euclidean Geometry in general and Circle Geometry in particular. The use of naturalistic observation case study research (NOCSR) study was employed as the research design for the study. The intervention used for the study was the teaching of circle geometry with Polya problem solving instructional approach coupled with social constructivist instructional approach. A High School in the Northern Cape Province was used for the study. 61 mathematics learners (grade 11) in the school served as participants for the first year of the study, while 45 mathematics learners, also in grade 11, served as participants for the second year of the study. Data was collected for two consecutive years: 2018 and 2019. All learners who served as participants for the study did so willingly without been coerced in any way. Parental consent of all participants were also obtained.
The following data were collected for each year of the research intervention: classroom teaching proceedings’ video recordings, photograph of learners class exercises (CE), field notes and the end-of-the- Intervention Test (EIT). Direct interpretations, categorical aggregation and a problem solving rubric were used for the analysis of data. Performance analysis and solution appraisal were also used to analyse some of the collected data. It emerged from the study that the research intervention evoked learners’ desire and interest to learn circle geometry. Also, the research intervention improved the study participants’ performance and problem solving skills in circle geometry concepts. Hence, it is recommended from this study that there is the need for South African schools to adopt the instructional approach for the intervention: Polya problem solving instructional approach coupled with social constructivist instructional approach, for the teaching and learning of Euclidean geometry concepts.Mathematics Education
M. Sc. (Mathematics Education)
41
Lin, Ting-Hua, and 林廷華. "The Effect of Creative Problem Solving Teaching Program on Creativity and Problem Solving Ability of Kindergarten Children." Thesis, 1995. http://ndltd.ncl.edu.tw/handle/09566542859744005624.
Full textAbstract:
碩士文化大學
兒童福利學系
83
The purpose of this study was to examine the effects of the Creative Problem Solving Teaching Program on preshool children''s creativity and problem solving ability. A pretest-posttest control group design. 30 kindergarten''s children from one elementary school in Taipei. They were randomly divided into experimental group(15)and control group(15). The experimental group subjects participated the activities of the program for fen weeks period, two hour a week; while the control group did not. The measures used in this included: Thinking Creativity in Action and Movement(TCAM), Creative Thinking Figural Form B, The Tests of Children;s problem Solving Ability, and the Questionnaire on the Creative Problem Solving Teaching Program.One-Way Covariance Analysis were applied to analyze the collected data.Result are as follow: 1.Concerning the "Creative Creativity in Action and Movement"： a.The performance of experimental group was significantly superior to that of the control group on "action and movement fluency". b.The performance of experimental group was significantly superior to that of the control group on "action and movement originality". c.The performance of experimental group was significantly superior to that of the control group on "action and movement imagination". 2.Concerning the "Creative Thinking Figural From B"： a.The performance of experimental group was significantly superior to that of the control group on "figural fluency". b.The performance of experimental group was significantly superior to that of the control group on "figural flexibility". c.The performance of experimental group was significantly superior to that of the control group on "figural originality". d.The performance of experimental group was significantly superior to that of the control group on "figural elaboration". 3.Concerning the"The Tests of Children''s "Problem Solving Ability: The performance of experimental group was significantly superior to that of the control group on "The Tests of Children''s Problem Solving Ability". In a word, the Creative Problem Solvign Teaching Program can enhance preschool children''s creativity and problem solving ability .I propose some suggestions for educational implications and fruther study.
42
Tronsky, Loel N. "Mental arithmetic skill and its relation to complex mathematical problem solving ability." 1997. https://scholarworks.umass.edu/theses/2317.
Full text
43
Chien, Hung-Hsing, and 簡宏興. "An eLearning System Design to Promote Student Mathematics Ability in Mathematical Problem Solving." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/53451786909506467396.
Full textAbstract:
碩士高雄師範大學
資訊教育研究所
97
In this study, we aim to design a teaching platform by a web system based on the Polya method to record the evolution of mathematics problem-solving step by step. Then, to use the QUASAR assessment criteria system to understand the student’s level of reasoning and problem-solving to support mutually cooperative learning in mathematics among them. This design used simply video equipment with an easily adjustable camera to record mathematics problem-solving evolutionary processes by either direct dictation or writing by hand to help teachers not only understand students’ ideas but also grasp the key difficulties in problem-solving based on the QUASAR assessment criteria. Furthermore, this system can also guide students in learning more ideas by observing the problem-solving processes of other students, thereby, promoting more learning efficiency and introducing more cooperative learning in mathematics.
44
Chen, Ying-Hau, and 陳英豪. "The study of elementary gifted students' mathematical problem solving ability and the critical factors." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/44684196477560607376.
Full textAbstract:
碩士國立臺中教育大學
特殊教育與輔助科技研究所
94
The study of elementary gifted students' mathematical problem solving ability and the critical factors. Ying-Hau Chen ABSTRACT The purpose of the study was to investigate the differences of personal factors, family factors, school factors among elementary gifted students and their influence in mathematical problem solving ability in order to provide suggestions for education and guidance for gifted students in Taiwan. The subjects of the study included 146 fifth graders of gifted classes at 7 elementary schools in the Taichung metropolitan area. The following research instruments were employed：”Learning Style Scale”, “Mathematics Meta-Cognition Scale”, “Mathematics Attitude scales”, “Parents’ Rearing Attitudes Questionnaire”, ”Family’s Social-Economic Status Scale”, “Students Toward Teacher Teaching Behavior Perceptions Scale”, “Group Embedded Test” and “Mathematics Problem Solving Test. The collected data were analyzed by descriptive statistics, Chi-square test, t-test, one-way ANOVA, product-moment correlation, Shceffé method multiple comparison, step-wise regression analysis and Canonical correlation. The main findings of this study were indicated as followings: 1.There are no significant differences in cognitive style, learning style, mathematics attitudes, parents’ rearing attitudes and mathematics problem-solving ability between different gender of gifted students of elementary school. 2.There is a significant difference in students toward teacher teaching behavior perception; girls are more than boys in students toward teachers’ perception of “indirect affect behavior”. 3.There is a significant difference in mathematics meta-cognition; girls are better than boys in goal setting, self-correcting and self-monitoring. 4.There are no significant differences in cognitive style, learning style, mathematics meta-cognition, parents’ rearing attitudes, students toward teacher teaching behavior perception and mathematics problem-solving ability among different socio-economic status of gifted students of elementary school. 5.There are significant differences in usefulness of mathematics； the usefulness of mathematics of gifted students from high level socio-economic status family is better than those from low level socio-economic status family. 6.There is a significant difference in mathematics problem-solving ability for gifted students with different cognitive style; gifted students with field-independence are better than those with field-dependence in mathematics problem-solving ability. 7.There are no significant differences in mathematics problem-solving ability for gifted students with different learning style, mathematics meta-cognition, parents’ rearing attitudes and students toward teacher teaching behavior perception. 8.There is a significant difference in mathematics problem-solving ability of gifted students of different mathematics attitudes；the high level group students of mathematics attitudes are better than the low level group students of mathematics attitudes in mathematics problem-solving ability. 9.There is a positive relationship among cognitive style, mathematics attitudes and mathematics problem-solving ability. 10.Cognitive style, explorative motive of mathematics attitudes, self-correcting and teacher’s elucidation are major predictors for problem-solving quality； cognitive style, explorative motive of mathematics attitudes and self-correcting are major predictors for problem-solving accuracy；cognitive style, explorative motive of mathematics attitudes and self-correcting are major predictors for mathematics problem-solving ability. 11.The typical relation ship among personal factors, family factors, school factors and mathematics problem-solving ability for elementary gifted students is significant. These three factors can explain 29﹪of the total variation of mathematics problem-solving ability.
45
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.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
96
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.
46
Wang, Tzu-Chin, and 王姿今. "The Study of Mathematical Problem Solving of Children with Attention Deficit/ Hyperactivity Disorder." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/10566660338460564775.
Full textAbstract:
碩士國立臺灣師範大學
特殊教育學系
95
The Study of Mathematical Problem Solving of Children with Attention Deficit/ Hyperactivity Disorder Tzu-Chin Wang Abstracts The main purpose of this study was to explore the influence of irrelevant information on mathematical problem solving of children with attention deficit/ hyperactivity disorder. Thirty 3rd-graded children with ADHD and the performance of math and reading comprehension participated in this study. Two studies were conducted to reach the purpose. The first one investigated the influence on the performance of mathematical problem with/ without irrelevant information of subjects. Following the findings of the first study, the second one was to compare the influence of numerical and verbal irrelevant information. The findings were as follows: 1. Although the ADHD children were equal to control children in the percentage-correct of problems with essential information, but they performed significantly poor when problems included irrelevant information. 2.Both ADHD and control-group children performed significantly poor in the problems with irrelevant information than those without. 3.ADHD children performed significantly poor when problems with numerical irrelevant information than those with verbal one. ADHD children were more disturbed when the irrelevant information was numerical than when it was verbal. 4.Analyzing the pattern of errors, both groups children errors were classified into five patterns: error of computation, arithmetic errors, error of miscopy, using two equations, and using wrong numbers( the first two numbers). Implications for the practice and the further research are recommended on the basis of the findings of this study. Keywords: ADHD, irrelevant information, extraneous information, mathematical word problem solving, problem-solving, elementary school student
47
Chen, Kuan-ting, and 陳冠廷. "The Study on Reading Comprehension Ability and Mathematical Problem Solving Ability of the Second-grade with Reading Low Achievement." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/20445205000921412404.
Full textAbstract:
碩士國立新竹教育大學
特殊教育學系碩士班
101
Abstract The major purposes of the study were to investigate the performance of second-grade students with reading low achievement in reading comprehension and mathematical problem solving ability. All of second-grade students in Hsinchu County (5889 samples) attended the reading basic skill screening test and the test score below PR25 were defined as “reading low achievement”. According to the rules as mentioned before, screening out of the 5889 samples in order to get 1318 samples. The statistical methods of frequency distributions, t-test, Pearson Correlation, Structural Equation Modeling were used to analyze the valid data to understand the performance, correlation and predictive power between reading comprehension and mathematical problem solving ability. The main findings were as follows: 1. The performance of second-grade students with reading low achievement in reading comprehension ability: semantic comprehension and text comprehension were better, summarization was worse; in mathematical problem solving ability, verbal ability was better, perception ability and attention were worst. 2. There were significant different in reading comprehension ability (semantic comprehension, text comprehension) between female and male, but there was no significant different in mathematical problem solving ability between female and male. 3. There were significant positive correlation between reading comprehension ability and mathematical problem solving ability. In reading comprehension ability, the correlation between text comprehension and inferential comprehension was moderate. In mathematical problem solving ability, the correlation among perception ability, attention and mathematical ability were high. 4. The second-grade students with reading low achievement whose reading comprehension ability could predicate mathematical problem solving. Attention could predicate mathematical ability. Perception ability could predicate verbal ability. Perception ability could predicate mathematical ability. Attention could predicate verbal ability. Parsing could predicate verbal ability. The results of this study provide suggestions for future education and studies that help educator and special education researchers.
48
Su, Hsu-Chung, and 蘇旭聰. "The effect of Mathematics Reading on the Mathematical Problem-Solving Ability of the 5th Grade Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/10845482948439658407.
Full textAbstract:
碩士臺北市立教育大學
數學系數學教育碩士班數學教育組
101
This study aimed to investigate the fifth graders math through independent reading picture books, the use of different learning to read work orders for its problem-solving ability in mathematics impact on. Study Design nonequivalent pretest-posttest quasi-experimental research design, quality, quantity parallel for data collection and analysis. The subjects were a fifth grader at New Taipei City, two classes of students, a group for the experimental group, the control group, a group of 54. Experimental group and the control group in a non-positive lesson time (early study hall tutor time) to accept independent reading picture books math activities designed for 10 weeks. The different treatment groups is that the math picture books to read every post, the use of different learning to read work orders. In the data analysis, the quantitative mining ANCOVA statistical analysis; qualitative presents "Math Reading Activities feedback sheets", "experimental group learning to read work orders" and "Interview Record" as the sources of information to understand the students in reading math picture books after learning of mathematics changes. Experimental group and the control group of students in reading picture books the same math, use different learning to read work orders, its quantitative study found that: 1.An experimental group of students in mathematical problem solving ability test on the "total score" and "Problem Solving Plan and Monitoring" on two subscales, the statistically significant difference in the forward. 2.In the mathematical problem solving ability test "translation problem", "integration problems" and "Run" on the third scale, there was no significant difference. Researchers use this display prepared by school children learning to read work orders to its independent reading picture books mathematics problem solving in mathematics is positively helpful. In addition, the findings from the qualitative interpretation of the experimental group students in learning to read prepared by researchers working single independent reading, math reading picture books that have a positive and affirmative response and enhance mathematical problem solving ability. Finally, the researchers make recommendations for educational administration, serving teachers and future studies.
49
WU, HUI-CHUAN, and 吳慧涓. "An Action Research on Using Mathematical Writing to Enhance Mathematical Problem Solving Ability of the Students in Junior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/xk7667.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
107
The purpose of this study was to explore the effects of math writing activities on problem solving ability in the mathematic class of the students in junior high school and the problems the teacher and the students encountered, including of the adjustments the teacher did and analyzing the cause of the error in the students’ mathematical writing. The action research was adopted on 23 ninth graders from the researcher’s class for eight weeks. The research tools contain the mathematics problem solving tests, interview records, the teacher’s reflections and mathematical writing worksheets. After organizing and analyzing the collected data, the following conclusions are acquired in this study. 1. Mathematical teaching uses mathematical writing to encounter problems, but there are ways to correct them. 2. Mathematical teaching can improve the ability of solving problems by using mathematical writing. 3. There are common mistakes about mathematical learning which are caused by unclear concepts and lack of old knowledge. Finally, according to the research process and results, specific suggestions are proposed for the reference of teachers and successive research.
50
House, Kelly. "Mathematical problem solving in a grade 2 classroom : a report of an internship /." 2000.
Find full text