| The goal of this research project was to determine: (1) whether there is a relationship between a student's logical reasoning method or computational reasoning method and mathematical performance in a basic college course, (2) to what degree this relationship can be used to predict course success, and (3) whether this relationship, combined with gender, can be used to predict course success. The significance of this study was to investigate whether mathematics courses should be sequenced according to the learning of arithmetic computational skills prior to the learning of more theoretical logical skills.; Three pretests were given to the 226 students in the study: a basic arithmetic skills test, a problem solving type of logical test, and the Learning And Study Strategies Inventory (LASSI) assessment. A step-wise multiple linear regression analysis used to answer the first two research questions showed the logic test score accounted for at least 10% of the total variance of course grade while no other measure consistently appeared in the regression model.; In the gender study, an examination of the mean scores on the arithmetic test, the logic test and course grade showed that there was no significant difference between the performance of female students and male students for any of these three variables. A Pearson correlation test was used to examine course grade with the arithmetic test score, the logic test score, and the ten subscales of the LASSI, and revealed that the logic test score accounted for more than 30% of the unique variance.; The results of this study indicated that arithmetical computation was not a significant factor for achieving success in a college level problem solving course. Regardless of whether the method used in solving mathematics problems is computational or logical, the underlying concept of how the method works and why it works gives students the tools they need to succeed. |
PDF Full Text Request