The effect of problem solving instruction upon computational skills, algebra readiness and problem solving ability of middle school students/
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
Notes
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Graduation Date
1990
Semester
Fall
Advisor
Brumbaugh, Douglas K.
Degree
Doctor of Education (Ed.D.)
College
College of Education
Department
Mathematics Education
Format
Pages
101 p.
Language
English
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Identifier
DP0027276
Subjects
issertations, Academic -- Education; Education -- Dissertations, Academic
STARS Citation
Glover, William Randolph, "The effect of problem solving instruction upon computational skills, algebra readiness and problem solving ability of middle school students/" (1990). Retrospective Theses and Dissertations. 3990.
https://stars.library.ucf.edu/rtd/3990
Accessibility Status
Searchable text