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1、EffectofproblemsolvingstrategiesonproblemsolvingachievementinprimaryschoolmathematicsAbstractThisresearchisextractedfrommasterthesisandsearchesthesuccessofthestudentsinthesecondgradeprimaryschoolonproblemsolvingstrategies.Theresearchisexperimentallycarriedoutonthesecondgradeprimaryschoolstudentsd
2、uring14weeks.Duringtheresearch,theexperimentgrouphasbeentrainedaboutproblemsolvingstrategiesinmathematicsclassesbytheresearcherwhilethecontrolgroupwascontinuedtraditionalproblemsolvingpractices.Thedataofthisstudywasobtainedfromthetwowrittenproblemsolvingtestsincludingopen-endedproblems.Thesetests
3、areappliedinthemiddleandendofthepracticesandscoredbyrubrics.Additionaly,qualitiveinterviewswereperformedwiththestudentstoprovideexpalanationdescribingtheirsolutions,strategiestheyusedandtheirthoughtswhilesolvingtheproblems.Attheendofthestudy,experimentgrouphavebeenfoundsignificantlysuccessfulinth
4、estrategiesofmakingadrawing-diagram,makingatable,writingmathematical13sentences,lookingforpattern,makingalist,usinglogicalreasoningandguess-checkstrategies.Keywords:problemsolvingstrategies,problemsolvingachievement1.IntroductionAccordingtomanyeducationpsychologists,thinkingabilitycanbeimprovedin
5、elementaryschoolstages.However,thewaytheydescribethinkingabilityisnotlimitedtorespondingtothequestionsaskedattheendoftheclassesandparticipatinginteachercentereddiscussions.Theaimofthisability,knownascriticalthinking,istoleadstudentstoanalyzeandhavecriticalthoughtsbaseduponproblemsolving(Woolfolk,
6、1998).Thisaimisvalidforeveryclass,butitisparticularlysignificantformatheducationbecausetheconsensusofeducatorsisthatmathhelpstrainbraintothinkcritically.Exploringtheprinciplesofmathasiftheyareinventedbystudentsforfirsttime,solvingproblemsbystudents’sensesandthoughtsandimprovingtheprocess(thewayof
7、thinking)ofproblemsolvingratherthanthesolutionarethemostimportantaspectsinmatheducation13whenconsideringtheconstructionofmath(Baykul,2003).Manyresearches(Wilborn,1994;House,2000)findoutthatstudentswhohavedevelopedtheir