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The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.

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Title: The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.
Language: English
Authors: Nasser, Ramzi, Carifio, James
Peer Reviewed: N
Page Count: 25
Publication Date: 1993
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Algebra, Cognitive Development, Cognitive Style, College Mathematics, Context Effect, Developmental Stages, Field Dependence Independence, Formal Operations, High School Students, High Schools, Higher Education, Logical Thinking, Mathematical Applications, Mathematics Instruction, Piagetian Theory, Problem Solving, Secondary School Mathematics, Word Problems (Mathematics)
Geographic Terms: U.S.; Massachusetts
Abstract: The purpose of this study was to find out whether students perform differently on algebra word problems that have certain key context features and entail proportional reasoning, relative to their level of logical reasoning and their degree of field dependence/independence. Field-independent students tend to restructure and break stimuli into parts and to perceive details more readily than field-dependent students. The underlying theoretical view is that context may be an important factor in how students approach, analyze, and restructure word problems. The sample included university students (n=37) and secondary school students (n=193) from two large high schools in two cities. The Gottschaldt Hidden Figures Test was used to assess field dependence/independence. Selected items from the Equilibrium Balance Test were used to assess Piagetian stages of logical reasoning. A 2 x 3 MANOVA was used to analyze the effects of cognitive style (dependence, independence) and operativity (concrete, transitional, formal). Overall, field-independent subjects who were formal operational reasoners performed highest across all the problem features. The results supported the influence of cognitive style, together with cognitive development, in mediating a student's ability to solve algebra word problems. Contains 34 references and 2 test references. (Author/LDR)
Notes: Paper presented at the North England Educational Research Organization (Portsmouth, NH, 1993).
Journal Code: RIEAPR1994
Entry Date: 1994
Accession Number: ED364430
Database: ERIC
FullText Text:
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  Label: Title
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  Data: The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.
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  Data: <searchLink fieldCode="AR" term="%22Nasser%2C+Ramzi%22">Nasser, Ramzi</searchLink><br /><searchLink fieldCode="AR" term="%22Carifio%2C+James%22">Carifio, James</searchLink>
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  Data: N
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  Data: 25
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  Label: Publication Date
  Group: Date
  Data: 1993
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  Data: Reports - Research<br />Speeches/Meeting Papers
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  Data: <searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Style%22">Cognitive Style</searchLink><br /><searchLink fieldCode="DE" term="%22College+Mathematics%22">College Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Stages%22">Developmental Stages</searchLink><br /><searchLink fieldCode="DE" term="%22Field+Dependence+Independence%22">Field Dependence Independence</searchLink><br /><searchLink fieldCode="DE" term="%22Formal+Operations%22">Formal Operations</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Logical+Thinking%22">Logical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Applications%22">Mathematical Applications</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Piagetian+Theory%22">Piagetian Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Problems+%28Mathematics%29%22">Word Problems (Mathematics)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Massachusetts%22">U.S.; Massachusetts</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: The purpose of this study was to find out whether students perform differently on algebra word problems that have certain key context features and entail proportional reasoning, relative to their level of logical reasoning and their degree of field dependence/independence. Field-independent students tend to restructure and break stimuli into parts and to perceive details more readily than field-dependent students. The underlying theoretical view is that context may be an important factor in how students approach, analyze, and restructure word problems. The sample included university students (n=37) and secondary school students (n=193) from two large high schools in two cities. The Gottschaldt Hidden Figures Test was used to assess field dependence/independence. Selected items from the Equilibrium Balance Test were used to assess Piagetian stages of logical reasoning. A 2 x 3 MANOVA was used to analyze the effects of cognitive style (dependence, independence) and operativity (concrete, transitional, formal). Overall, field-independent subjects who were formal operational reasoners performed highest across all the problem features. The results supported the influence of cognitive style, together with cognitive development, in mediating a student's ability to solve algebra word problems. Contains 34 references and 2 test references. (Author/LDR)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the North England Educational Research Organization (Portsmouth, NH, 1993).
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  Data: 1994
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  Label: Accession Number
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  Data: ED364430
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Cognitive Style
        Type: general
      – SubjectFull: College Mathematics
        Type: general
      – SubjectFull: Context Effect
        Type: general
      – SubjectFull: Developmental Stages
        Type: general
      – SubjectFull: Field Dependence Independence
        Type: general
      – SubjectFull: Formal Operations
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Logical Thinking
        Type: general
      – SubjectFull: Mathematical Applications
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Piagetian Theory
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Word Problems (Mathematics)
        Type: general
      – SubjectFull: U.S.; Massachusetts
        Type: general
    Titles:
      – TitleFull: The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.
        Type: main
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          Name:
            NameFull: Nasser, Ramzi
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            NameFull: Carifio, James
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          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1993
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