The effect of problem solving instruction upon computational skills, algebra readiness and problem solving ability of middle school students/
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| Title: | The effect of problem solving instruction upon computational skills, algebra readiness and problem solving ability of middle school students/ |
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| Authors: | Glover, William Randolph |
| Committee Members: | Brumbaugh, Douglas K. |
| Summary: | Thls study was designed to Investigate the effects of Introducing a process problem solving component to the Middle School mathematics curriculum. The process problem solving component replaced the tradltlona1 tlme spent in clase on drlll and practice, review and skill building problem sets. One hundred sixty-eight seventh grade students and three hundred eighth grade students were involved over a four year period. The problem solving component introduced included huerlstlc Instruction and the development of various strategies including working backwards from answer to solution. reformulating a problem in various ways, thinking of a simpler problem, diagram drawing, pattern discovery and trlal and error. The eoclallzatlon of the classroom and the dynamics involved ls explained in this etudy and viewed as an effective alternative to 'chalk and talk" methods of classroom Instruction. Student wllllngness to become active participants in lea~nlng mathematics and the Increase ln parental involvement In their child's mathematical education are affective constructs throughout the study. The mean differences for the dependent measures were tested for slgnlflcant differences |
| URL: | https://stars.library.ucf.edu/rtd/3990 |
| Database: | OpenDissertations |
| Abstract: | Thls study was designed to Investigate the effects of Introducing a process problem solving component to the Middle School mathematics curriculum. The process problem solving component replaced the tradltlona1 tlme spent in clase on drlll and practice, review and skill building problem sets. One hundred sixty-eight seventh grade students and three hundred eighth grade students were involved over a four year period. The problem solving component introduced included huerlstlc Instruction and the development of various strategies including working backwards from answer to solution. reformulating a problem in various ways, thinking of a simpler problem, diagram drawing, pattern discovery and trlal and error. The eoclallzatlon of the classroom and the dynamics involved ls explained in this etudy and viewed as an effective alternative to 'chalk and talk" methods of classroom Instruction. Student wllllngness to become active participants in lea~nlng mathematics and the Increase ln parental involvement In their child's mathematical education are affective constructs throughout the study. The mean differences for the dependent measures were tested for slgnlflcant differences |
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