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Examining Problem-Solving Skills in Technology-Rich Environments as Related to Numeracy and Literacy

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Title: Examining Problem-Solving Skills in Technology-Rich Environments as Related to Numeracy and Literacy
Language: English
Authors: Xiao, Feiya (ORCID 0000-0002-4130-8867), Barnard-Brak, Lucy, Lan, William, Burley, Hansel
Source: International Journal of Lifelong Education. 2019 38(3):327-338.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Problem Solving, Literacy, Numeracy, Competence, Skills, Mathematics Skills, Reading Skills, Adults
Assessment and Survey Identifiers: Program for the International Assessment of Adult Competencies (PIAAC)
DOI: 10.1080/02601370.2019.1598507
ISSN: 0260-1370
Abstract: This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1221573
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Xiao%2C+Feiya%22">Xiao, Feiya</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4130-8867">0000-0002-4130-8867</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barnard-Brak%2C+Lucy%22">Barnard-Brak, Lucy</searchLink><br /><searchLink fieldCode="AR" term="%22Lan%2C+William%22">Lan, William</searchLink><br /><searchLink fieldCode="AR" term="%22Burley%2C+Hansel%22">Burley, Hansel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Lifelong+Education%22"><i>International Journal of Lifelong Education</i></searchLink>. 2019 38(3):327-338.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 10.1080/02601370.2019.1598507
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  Data: This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.
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      – SubjectFull: Numeracy
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      – SubjectFull: Competence
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Reading Skills
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