The effects of the four-step problem-solving model on Algebra I students' mathematical achievement and opinions |
Posted on:2011-04-24 | Degree:M.S.Ed | Type:Thesis |
University:University of Kansas | Candidate:Cruce, Marae Michelle | Full Text:PDF |
GTID:2447390002969318 | Subject:Education |
Abstract/Summary: | |
This study investigated the effects of experiences with a specific problem-solving model on students' ability to solve multi-step word problems and students' beliefs about problem solving. Algebra I students completed a test of the same 16 free response word problems and a beliefs survey before and two months after learning and using the problem-solving strategy.;The overall and subscore means for the word problems post-test were higher than the pre-test means; the difference was statistically significant. Results showed that students' abilities to approach word problems improved; the data showed that the number of problems that scored two or less points on the four-point, grading rubric decreased.;A Likert scale was used to gather quantitative data about four beliefs. The mean scores on the post-survey were equal to or slightly higher but not statistically significant. Responses to open-ended items on the post-survey indicated that students found the problem-solving strategy useful. |
Keywords/Search Tags: | Problem-solving, Students', Word problems |
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