This study examined an instructional approach for teaching arithmetic word problem solving to 60 fifth and sixth grade students with learning disabilities. The experimental group received direct instruction twice a week for six weeks using a systematic problem solving model involving scripted steps and prompt cards. This group significantly outperformed the control group on a post-test measuring different problem types. The findings suggest that learning disabled students can improve their problem solving skills through explicit instruction in strategies and the use of calculators.
An Exploration Of Mathematical Problem-Solving ProcessesBrandi Gonzales
The study explored the problem-solving processes used by 10th grade students in solving mathematical problems. It found that mathematics achievement, representing students' conceptual knowledge, accounted for 50% of the variance in problem-solving success. The use of heuristic strategies accounted for an additional 13% of the variance. The study identified strategies that were specific to certain problems versus more general strategies. It also identified two clusters of students - one based on their use of different heuristic strategies, and another based on their use of trial-and-error and equations. Overall, the study indicated that students who used a wide range of strategies and techniques were better able to solve problems.
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
A Planning And Problem-Solving Preschool Model The Methodology Of Being A Go...Alicia Buske
This study compared preschoolers in a model preschool designed to develop planning and problem-solving skills to children in three comparison preschools. The model preschool incorporated daily problem-solving activities, a planning board, and large group planning sessions. Children were assessed on measures of planning, problem-solving, general cognitive ability, vocabulary, and number conservation. Children in the model preschool scored significantly higher on the planning and problem-solving measures compared to children in the comparison preschools, but did not differ on the unrelated cognitive measures. The findings suggest classroom interventions emphasizing planning and problem-solving can specifically impact those cognitive abilities in preschoolers.
ActionResearch - Strategies FOR PRACTICE.pptx300272
This document discusses instructional strategies that can be used in action research, including active learning, cooperative learning, experimental inquiry, and graphic organizers. It also provides examples of problems identified in past action research studies, such as students having low scores in problem solving, mathematics, and difficulty comprehending science concepts. The document outlines identifying problems, analyzing problems, considering alternative courses of action, and selecting a probable action, such as using activity cards, assignment sheets, or cooperative learning, to address the issues identified.
An Exploration Of Mathematical Problem-Solving ProcessesBrandi Gonzales
The study explored the problem-solving processes used by 10th grade students in solving mathematical problems. It found that mathematics achievement, representing students' conceptual knowledge, accounted for 50% of the variance in problem-solving success. The use of heuristic strategies accounted for an additional 13% of the variance. The study identified strategies that were specific to certain problems versus more general strategies. It also identified two clusters of students - one based on their use of different heuristic strategies, and another based on their use of trial-and-error and equations. Overall, the study indicated that students who used a wide range of strategies and techniques were better able to solve problems.
This document provides guidance for teachers on effective instructional practices for teaching mathematics to students with learning disabilities or difficulties learning mathematics. It identifies seven effective practices supported by research: 1) using explicit instruction regularly, 2) teaching with multiple instructional examples, 3) having students verbalize decisions and solutions, 4) teaching step-by-step problem solving strategies, 5) using visual representations, 6) providing students with opportunities for guided practice, and 7) conducting frequent reviews of content. The document summarizes evidence from a meta-analysis and the National Mathematics Advisory Panel report supporting the use of these practices.
TEACHING STRATEGIES TO ENHANCE MATHEMATICAL THINKING FROM ENVIRONMENTAL SITUA...Eugenio Theran Palacio
In this work we report research results that reference the title. The project was developed in freshmen, Basic Education, through sociocultural problem situations and science under a qualitative design in three phases: design and implementation of a diagnostic test for recognition of potential difficulties of students, classroom intervention, to overcome the difficulties encountered, and contrast test to assess the achievement of the strategies applied and obtain information for improving student learning.
ASSESSING THE EFFECT OF POLYA’S THEORY IN IMPROVING PROBLEM- SOLVING ABILITY ...AJHSSR Journal
ABSTRACT : The study focused on the assessment on effect of Polya’s theory in improving problem-solving
ability among senior high school students in San Marcelino District. The respondents of this study were the
Grade 11 Senior High School students a total of one hundred twenty from San Marcelino District. This
research study employed descriptive and quasi- experimental research design. Both designs used a quantitative
approach. Based on the summary of the investigations conducted, the intervention plan was developed to
improve the delivery system and enhance the problem-solving ability of the students. The respondents are on
their young adolescence and female. The respondents obtained a did not meet expectation descriptive rating
during pre – test and fairly satisfactory after using Polya’s theory. The respondents Agreed that Polya’s Theory
is effective improving problem solving ability in terms of understanding, planning, implanting and look back.
There is a significant difference on the perception of the students on the effectiveness of Polya’s theory in
improving problem solving when grouped according to age and sex profile in terms of understanding; and
according to age profile in terms of planning; implementing and look back. On the other hand, there is no
significant difference in terms of planning when grouped according to sex. The respondents Agreed that Polya’s
Theory is effective improving problem solving ability in terms of understanding, planning, implanting and look
back. There is a significant difference on the performance of the students before and after using Polya’s solving
analysis. The intervention plan was developed to improve the delivery system and enhance the problem-solving
ability of the students. Based on the summary of findings and conclusions, the researcher recommended
Intervention plan can be implemented to improve the delivery system and enhance the problem-solving ability
of the students. Further research study may be conducted in other districts or locale for verification of results.
The use of Polya theory may be encouraged during teaching and learning of mathematics in senior high school
since result shows that the students’ performance has improved. Mathematics teachers may be trained through
intensive workshop, seminars, and in-service training on the use of Polya Problem solving model. The proposed
intervention may be used in remedial classes to help the students familiarize with the theory. Intervention plan
can be implemented to improve the delivery system and enhance the problem-solving ability of the students.
Future researchers may use the current study as references.
KEYWORDS: Assessing, Effect, Polya’s ’Theory, Problem Solving Ability
A Planning And Problem-Solving Preschool Model The Methodology Of Being A Go...Alicia Buske
This study compared preschoolers in a model preschool designed to develop planning and problem-solving skills to children in three comparison preschools. The model preschool incorporated daily problem-solving activities, a planning board, and large group planning sessions. Children were assessed on measures of planning, problem-solving, general cognitive ability, vocabulary, and number conservation. Children in the model preschool scored significantly higher on the planning and problem-solving measures compared to children in the comparison preschools, but did not differ on the unrelated cognitive measures. The findings suggest classroom interventions emphasizing planning and problem-solving can specifically impact those cognitive abilities in preschoolers.
ActionResearch - Strategies FOR PRACTICE.pptx300272
This document discusses instructional strategies that can be used in action research, including active learning, cooperative learning, experimental inquiry, and graphic organizers. It also provides examples of problems identified in past action research studies, such as students having low scores in problem solving, mathematics, and difficulty comprehending science concepts. The document outlines identifying problems, analyzing problems, considering alternative courses of action, and selecting a probable action, such as using activity cards, assignment sheets, or cooperative learning, to address the issues identified.
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
An Investigation Of The Look-Ask-Pick Mnemonic To Improve Fraction SkillsSarah Morrow
The document describes a study that evaluated the effects of the Look-Ask-Pick (LAP) mnemonic on the fraction addition and subtraction skills of 3 sixth-grade students in general education. The LAP mnemonic teaches students to categorize fraction problems into 3 types and solve them accordingly. The study used a multiple baseline design to teach students the LAP strategy and measure its impact on their percentage of fraction problems solved correctly and digits correct per minute. Results showed increases in both measures for all students, and gains were maintained after 3 weeks. The study extends previous research on the LAP strategy by targeting general education students and including a fluency measure.
This document provides guidance for developing an action research proposal. It discusses why teachers should conduct research, how to formulate an action research topic by identifying a problem or gap, developing an intervention strategy, and formulating research questions and hypotheses. It also provides tips for composing different sections of the research proposal such as scope and delimitation, participants and sampling, data collection procedures, and data analysis. The overall purpose is to equip teachers with the knowledge and skills to develop their own research proposals in order to graduate, get promoted, earn incentives, and enhance research abilities.
A Comparison Of Two Instructional Approaches On Mathematical Word Problem Sol...Nat Rice
This study compared the effects of two instructional strategies for teaching mathematical word problems to middle school students with learning disabilities: 1) an explicit schema-based problem solving strategy (SBI) and 2) a traditional general heuristic instructional strategy (TI). Twenty-two students were randomly assigned to receive instruction using one of the two strategies. Results indicated that students who received the SBI outperformed those who received the TI on post-tests, maintenance tests 1-2 weeks later, and follow-up tests 3 weeks to 3 months later. The SBI group also did better in solving transfer problems. Additionally, the SBI group's performance exceeded that of typically achieving 6th grade peers. The study aimed to extend research on schema
KEYWORD APPROACH AND SOLVING WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBER WayneRavi
This study was conducted to determine the effect of keywords approach on solving word problems involving addition of whole numbers with sums up to 99,999 including money following the steps in problem solving. Results revealed that the pre test score was low; the post test score was high. There was a significant difference on the pre test and post test scores of keywords approach. Further, the keywords approach has large effect on the solving word problems involving addition of whole number.
Final Using Peer Tutoring Strategies to Increase Mathematic AchievementBeth Csiszer
1) The document discusses a study that aims to determine whether using peer tutoring strategies can positively impact 4th grade students' math achievement on MAP tests and attitudes towards math.
2) Research cited in the document found that peer tutoring improved test scores and attitudes for both tutors and tutees. It increased correct words learned and reading progress.
3) The study will take place in a 4th grade classroom and examine changes in students' MAP math scores from fall to winter to spring with the use of peer tutoring strategies.
1) The document summarizes literature on students' strategies, episodes and metacognitions during mathematical problem solving. It discusses problem solving strategies, cognitive and metacognitive problem solving episodes, and components of metacognition.
2) The study aims to investigate the problem solving strategies, episodes and metacognition of 5 Turkish students and how these factors influence their problem solving success. Insights could help improve mathematics education.
3) The conclusions confirm the students' academic success levels matched their problem solving behaviors. Choosing correct strategies and efficiently changing strategies when needed relates to higher success. Metacognition, like recognizing mistakes, relates strongly to reaching correct answers.
Analysis Of Precurrent Skills In Solving Mathematics Story ProblemsSara Alvarez
This document summarizes research on teaching students with disabilities to solve mathematics story problems. It discusses how previous research has focused on basic math skills but not higher-level problem solving. The study analyzed "precurrent skills", or behaviors that increase the effectiveness of solving a problem, like identifying values and operations. Researchers taught two students with disabilities four precurrent responses in sequence. Results showed the teaching was effective at increasing correct use of precurrent behaviors on new problems, and this led to more correct problem solutions.
The study examined the effects of interactive whiteboards on student achievement in math and language arts. Researchers analyzed test scores of students whose teachers did or did not use interactive whiteboards, finding small increases in scores, significant for math. Usage was higher for teachers whose students scored above average. A second study explored teachers' experiences using technology with at-risk students. Researchers identified themes that made technology effective, including choice, structure, and customized learning. While technology increased success, online learning did not work for all students.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
This document summarizes a research study that analyzed the effect of conventional teaching methods on developing metacognitive skills and critical thinking skills in high school students in Malang, Indonesia. The study compared the potential of conventional learning strategies to innovative strategies like Reciprocal Teaching, Think Pair Share, and a combination of both. Results showed that conventional learning had the lowest potential to improve students' metacognitive and critical thinking skills. The increase in metacognitive skills was over 60% lower using conventional learning compared to other strategies. Similarly, the increase in critical thinking skills was over 60% lower using conventional learning. The findings suggest that teachers should move beyond conventional teaching and use more innovative strategies to better develop students' skills.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
Assessing The Internal Dynamics Of Mathematical Problem Solving In Small GroupsHannah Baker
This study developed an assessment system to examine the problem-solving behaviors and perceptions of students working in small groups on mathematical problems. To assess behaviors, a Group Problem Solving Assessment Instrument was created that categorized student actions as either "talking about the problem" (related to metacognitive processes) or "doing the problem" (related to cognitive processes). It also included categories for watching/listening and being off-task. Videotapes of student groups were analyzed using this instrument to understand the cognitive and metacognitive processes used. To assess perceptions, stimulated-recall interviews were conducted with individual students to understand their views of themselves and their group members. The assessment system aimed to provide insight into the internal dynamics that influence problem
Teachers understanding of early childhood curriculumAlexander Decker
This study examined early childhood educators' understanding of curriculum development and implementation in Ghana. 97 teachers from 3 districts participated. The study found that trained teachers had a neutral understanding of curriculum and role, while untrained teachers disagreed with their understanding and role. There were significant differences between trained and untrained teachers. The study concluded there is a need to better involve teachers in the curriculum process and provide more education on curriculum development. Recommendations included developing teacher training programs that emphasize the teacher's role in curriculum.
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
problem -solving in order to facilitate the teaching and learning of chemistry in schools.
The Effect of the Concrete-Representational-Abstract Mathematical Sequence o...Janet Van Heck
This document describes a study that examined the effects of using the concrete-representational-abstract (CRA) teaching sequence with explicit instruction to teach addition skills from 0 to 9 to kindergarten students struggling in math. The CRA sequence begins by using manipulatives, then representations like pictures, before moving to abstract problems. Three kindergarten students identified as needing math support through RTI screening were given scripted CRA lessons and their test scores were measured. The study found the CRA sequence improved students' conceptual understanding and performance on addition facts from 0 to 9 when delivered with explicit instruction.
This chapter outlines the research methodology used in the study. A quantitative survey approach using questionnaires was used to collect data from 40 English teachers and 135 secondary school students in 3 schools in Petaling district, Malaysia. The questionnaires included sections on demographics, the English Learning Motivation Questionnaire (ELMQ) to measure students' motivation, the Teaching Styles Survey (TSS) to identify teachers' teaching styles, and open-ended questions. Data was analyzed using SPSS to identify patterns in teaching styles and their relationship to motivation. The study aims to identify teaching styles, recognize motivation levels, investigate the relationship between styles and motivation, and identify ways to improve motivation.
The application of reciprocal teaching on the subject of straight line equati...Alexander Decker
This document summarizes a study on applying reciprocal teaching to teach straight line equations in secondary school mathematics. The study found that:
1) Students who learned using reciprocal teaching had better learning outcomes than those taught through conventional methods.
2) Reciprocal teaching was an effective model for teaching straight line equations. Both students and teachers responded positively to this approach.
3) Reciprocal teaching helped students communicate knowledge through discussion, ask questions, and summarize what they learned. It trained them to be more independent learners.
Essay On Teachers Day (2023) In English Short, Simple BestSandra Long
The document provides instructions for submitting a request to an online writing service called HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete an order form with instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions until satisfied with the work. The service promises original, high-quality content and refunds for plagiarized work.
10 Best Printable Handwriting Paper Template PDF For Free At PrintableeSandra Long
The document discusses differences between schools in America and India. It notes that American schools have earlier start times, later end times, and are divided into elementary, middle, and high school sections. American schools also place more emphasis on extracurricular activities and sports compared to Indian schools. Key differences include dress codes, lunch times, qualifications for teachers, and approaches to learning that are more hands-on in America versus memorization-focused in India.
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READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
ABSTRACT: The purpose of this study was to determine the relationship between the extent of students‟
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that students‟ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
An Investigation Of The Look-Ask-Pick Mnemonic To Improve Fraction SkillsSarah Morrow
The document describes a study that evaluated the effects of the Look-Ask-Pick (LAP) mnemonic on the fraction addition and subtraction skills of 3 sixth-grade students in general education. The LAP mnemonic teaches students to categorize fraction problems into 3 types and solve them accordingly. The study used a multiple baseline design to teach students the LAP strategy and measure its impact on their percentage of fraction problems solved correctly and digits correct per minute. Results showed increases in both measures for all students, and gains were maintained after 3 weeks. The study extends previous research on the LAP strategy by targeting general education students and including a fluency measure.
This document provides guidance for developing an action research proposal. It discusses why teachers should conduct research, how to formulate an action research topic by identifying a problem or gap, developing an intervention strategy, and formulating research questions and hypotheses. It also provides tips for composing different sections of the research proposal such as scope and delimitation, participants and sampling, data collection procedures, and data analysis. The overall purpose is to equip teachers with the knowledge and skills to develop their own research proposals in order to graduate, get promoted, earn incentives, and enhance research abilities.
A Comparison Of Two Instructional Approaches On Mathematical Word Problem Sol...Nat Rice
This study compared the effects of two instructional strategies for teaching mathematical word problems to middle school students with learning disabilities: 1) an explicit schema-based problem solving strategy (SBI) and 2) a traditional general heuristic instructional strategy (TI). Twenty-two students were randomly assigned to receive instruction using one of the two strategies. Results indicated that students who received the SBI outperformed those who received the TI on post-tests, maintenance tests 1-2 weeks later, and follow-up tests 3 weeks to 3 months later. The SBI group also did better in solving transfer problems. Additionally, the SBI group's performance exceeded that of typically achieving 6th grade peers. The study aimed to extend research on schema
KEYWORD APPROACH AND SOLVING WORD PROBLEMS INVOLVING ADDITION OF WHOLE NUMBER WayneRavi
This study was conducted to determine the effect of keywords approach on solving word problems involving addition of whole numbers with sums up to 99,999 including money following the steps in problem solving. Results revealed that the pre test score was low; the post test score was high. There was a significant difference on the pre test and post test scores of keywords approach. Further, the keywords approach has large effect on the solving word problems involving addition of whole number.
Final Using Peer Tutoring Strategies to Increase Mathematic AchievementBeth Csiszer
1) The document discusses a study that aims to determine whether using peer tutoring strategies can positively impact 4th grade students' math achievement on MAP tests and attitudes towards math.
2) Research cited in the document found that peer tutoring improved test scores and attitudes for both tutors and tutees. It increased correct words learned and reading progress.
3) The study will take place in a 4th grade classroom and examine changes in students' MAP math scores from fall to winter to spring with the use of peer tutoring strategies.
1) The document summarizes literature on students' strategies, episodes and metacognitions during mathematical problem solving. It discusses problem solving strategies, cognitive and metacognitive problem solving episodes, and components of metacognition.
2) The study aims to investigate the problem solving strategies, episodes and metacognition of 5 Turkish students and how these factors influence their problem solving success. Insights could help improve mathematics education.
3) The conclusions confirm the students' academic success levels matched their problem solving behaviors. Choosing correct strategies and efficiently changing strategies when needed relates to higher success. Metacognition, like recognizing mistakes, relates strongly to reaching correct answers.
Analysis Of Precurrent Skills In Solving Mathematics Story ProblemsSara Alvarez
This document summarizes research on teaching students with disabilities to solve mathematics story problems. It discusses how previous research has focused on basic math skills but not higher-level problem solving. The study analyzed "precurrent skills", or behaviors that increase the effectiveness of solving a problem, like identifying values and operations. Researchers taught two students with disabilities four precurrent responses in sequence. Results showed the teaching was effective at increasing correct use of precurrent behaviors on new problems, and this led to more correct problem solutions.
The study examined the effects of interactive whiteboards on student achievement in math and language arts. Researchers analyzed test scores of students whose teachers did or did not use interactive whiteboards, finding small increases in scores, significant for math. Usage was higher for teachers whose students scored above average. A second study explored teachers' experiences using technology with at-risk students. Researchers identified themes that made technology effective, including choice, structure, and customized learning. While technology increased success, online learning did not work for all students.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
REALITY – BASED INSTRUCTION AND SOLVING WORD PROBLEMS INVOLVING SUBTRACTIONWayneRavi
This study was conducted to determine the effect of reality based on the solving word problems involving subtraction. Descriptive-Comparative research design using paired sample T-test was used to utilized in the study. The study was carried out in Tibungol Elementary School to Fifty student of Grade Three section 1. Results revealed that there was a significant difference on the pretest and post test scores of pupils in reality based approach. Further, the reality based approach is effective in improving the performance of student.
This document summarizes a research study that analyzed the effect of conventional teaching methods on developing metacognitive skills and critical thinking skills in high school students in Malang, Indonesia. The study compared the potential of conventional learning strategies to innovative strategies like Reciprocal Teaching, Think Pair Share, and a combination of both. Results showed that conventional learning had the lowest potential to improve students' metacognitive and critical thinking skills. The increase in metacognitive skills was over 60% lower using conventional learning compared to other strategies. Similarly, the increase in critical thinking skills was over 60% lower using conventional learning. The findings suggest that teachers should move beyond conventional teaching and use more innovative strategies to better develop students' skills.
CONCEPTUAL APPROACH AND SOLVING WORD PROBLEM INVOLVING MULTIPLICATION OF WHOL...WayneRavi
This study was conducted to determine the effect of conceptual approach on solving word problems involving multiplication of whole numbers as well as addition and subtraction. The study was carried out in Tambongon Elementary School to Fourty-one Grade Two students. Descriptive statistics (mean & SD), paired-sample T-test and ETA2 were used as tools in the analysis of data. Results revealed that there was a significant difference on the pretest and post test scores of conceptual approach. Further, conceptual approach has large effect.
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This study developed an assessment system to examine the problem-solving behaviors and perceptions of students working in small groups on mathematical problems. To assess behaviors, a Group Problem Solving Assessment Instrument was created that categorized student actions as either "talking about the problem" (related to metacognitive processes) or "doing the problem" (related to cognitive processes). It also included categories for watching/listening and being off-task. Videotapes of student groups were analyzed using this instrument to understand the cognitive and metacognitive processes used. To assess perceptions, stimulated-recall interviews were conducted with individual students to understand their views of themselves and their group members. The assessment system aimed to provide insight into the internal dynamics that influence problem
Teachers understanding of early childhood curriculumAlexander Decker
This study examined early childhood educators' understanding of curriculum development and implementation in Ghana. 97 teachers from 3 districts participated. The study found that trained teachers had a neutral understanding of curriculum and role, while untrained teachers disagreed with their understanding and role. There were significant differences between trained and untrained teachers. The study concluded there is a need to better involve teachers in the curriculum process and provide more education on curriculum development. Recommendations included developing teacher training programs that emphasize the teacher's role in curriculum.
This document summarizes the key findings and recommendations from the US National Mathematics Advisory Panel's 2008 report on modernizing mathematics curriculum and instruction in the United States. The summary highlights that the Panel recommended streamlining the K-8 mathematics curriculum to focus on mastery of key topics like fractions that are critical foundations for algebra. It also recommended ensuring all students have access to an authentic algebra course by 8th grade and that teachers need to have strong content knowledge in algebra topics. The Panel found limited evidence that calculators improve math skills and called for more high-quality research on effective instructional practices.
The Effect of Problem-Solving Instructional Strategies on Students’ Learning ...iosrjce
This study investigated the use of problems-solving and its effect on student achievement in the mole
concept. Ninety six (96) senior secondary II students were randomly selected form Demonstration Secondary
School, College of Education Azare. The instrument for data collection was 30-item chemistry achievement test
(CAT). The instrument was validated and its reliability determined to be 0.81. Two research questions and two
hypotheses guided the study. The data collected were analyzed using mean and standard deviation to answer the
research questions, while t-test statistics was used to answer the hypotheses at 0.05 level of significance. The
results revealed that student taught using problem-solving performed significantly better than those taught
through lecture method. From the findings chemistry teachers are encouraged to attend seminars/workshops on
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An Arithmetic Verbal Problem Solving Model For Learning Disabled Students
1. DOCUMENT RESUME
ED 283 679 SE 048 214
AUTHOR Marzola, Eileen S.
TITLE An Arithmetic Verbal Problem Solving Model for
Learning Disabled Students.
PUB DATE Apr 87
NOTE 17p.; Paper presented at the Annual Meeting of the
American Educational Research Association (Washington
DC, April 23-25, 1987).
PUB TYPE Reports - Research/Technical (143)
Speeches/Conference Papers (150)
EDRS PRICE MF01/PCOI Plus Postage,
DESCRIPTORS *Arithmetic; Elementary Education; *Elementary School
Mathematics; Instructional Design; Instructione.
Effectiveness; Instructional Materials; *Learniog
Disabilities; Mathematics Education; *Mathematis
InStruction; Mathematics Skills; *Problem Solving;
Teaching Methods; *Word Problems (Mathematics)
IDENTIFIERS *Special Needs Students
ABSTRACT
An emerging focus of elementary and secondary
mathematics instruction is on problem solving. This study_examined an
instructional approach for teaching children with learning
disabilities how to solve arithmetic word problemsThe_study was
conducted with 60 fifth_and sixth grade students who had previously
been-identified as_learning disabled. The experimental group was
taught_using an instructional design which involved the teaching of
problem solving steps and the use of "prompts" to help students think
through the problem. Both the experimental group and the control were
permitted the use of calculators. Results indicated that students_in
the experimental group outperformed the control groupImplications
of the study are discussed, stressing that learning_disabled students
who have exhibited very poor_arithmetic word problem staving skills
can be taught to be proficient problem solversAn example of a
prompt outline card used with the experimental group is included.
(TW)
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An Arithmetic Verbal Problem Solving Model
for Learning Disabled Students
Eileen S. Marzola, Ed.D.
Department of Special Education
TeaChers College, Columbia University
New York; New York
Paper presented at the Annual Meeting of the American EdUcatiOnal
Research Association; Washington, D.C., April 24, 1987.
2
3. 2
Abstract
This study ekaMitied an instructional approach for teaChing children with
learning disabilities how to solve arithrnetic *Ord problems. The
theoretical framework and intervenUon_strategy were derived from a
problem solving Med& designed by Margaret Nuzum Her model was based
on infOrmation processing; cognitive behavior medifitation; and mastery
learning .
Although retaining Many of the cOMponents of Nuzum's original
instructional plan; thiS Study used expanded instructional materials and
calculatOrs 88 integral parts of a new plan. ,The study WaS conducted with
60 fifth arid sixth grade students with learning disabilities in New York
City public school_Resource Rooms A pretestl posttesti control group
design was used. Resultt On a posttest measure showed that on every
problem type (addition, subtraction; and two-7step prObleMs as well as
problems With extraneous information) studentS in the eXperimental
condition who were taught a specific instruttiOnal plan and permitted
calculator use in additiOn te being given sufficient practice for Mastery;
outperformed thOSe in the control group. Calculator use plUS exterded
practice Witheut the instructional plan did not impreVe the problem
solving performance of students in the control group.
4. a
The National Council of Teachers Of Mathematics hat recommended
chat the school mathematics curriculum for the 1980s be organized
around problem solving Recent appeals for a greater focus on verbal
problem solving within Mathematics instruction have rarely prompted the
resulta they called for. Students performance on verbal problem Alving
tasks ranks far WOW their computation performance; Despite all the
attentiOn to the topici little empirical data has been collected on the
most effective strategieS fOr teaching problem solving.
MOSt of the research in problem solving has been conducted with the
average student; There has been httle study of the particular problem
soMng Characteristics of the learning disabled. There has also been a
dearth of informatiOn On Methods of improving problem solving
performance of the learffing disabled; ThiS study examined the
effectiveness of a systematic word problem solving plan coupled with
calculatbt USe on the performance of 30 learning disabled 5th and 6th
grade students in New York City Resource Room programs.
Theoretical Framework
The model used in this Study was influenced by research in cognitive
4
5. behavior modification (Meichenbaum 1977), mastery 1èáh1h g (Block,
1971: Bloom, 1976), and the calculator as an integral tool for prOblern
solving (Suydam, 1980; 1982). The plan was an adaptation and expansion of
Margaret Nuzum's curriculum model (Nuzum, 1983) which itself was based
on the information processing paradigm (Newell & Simon, 1972). Results
of the research by Zweng, Garaghty, and Turner (1979) whith pinpOinted
effective strategies for verbal problem solving instruction were also
integrated into this plan. In Oarticular, the strategies adaptt from Zweng
et al included focusing the student s attention on:
the action irtiOlied in the problem (objects put together; rethOVed,
separated, etc.
the part=part=WhOle relationship of the ouantitites withth the
problem
the size of the answer (picking the largest number in the problem
and determining whether that number would get larger or smaller;
then asking what mathematical operation would yield a larger or
smal ler nikiber)
5
6. Method
51.thi leata All students whe participated in the study were classified at
learning disabled at Per New York City regulations; and all worked in a
Resource Room for one or tWO periods per day five days a week. The rest
of their time was spent in regular fifth and sixth grade Classes. Of the
sixty students who partitipated in the study; more than 90% Were Black
or Hispanic. All students were proficient in English. According to their
Committee on the Handicapped evaluations; all were of average
intelligence.
Students were divided into an experimental and a control group with
30 studentS in eath. The two groups did not differ sighifiCantly with
respect to sex; grade; or age;
All StUdentt were given the individually adMinittered Keymath
computation and word problems subtests. The results of these tests
clearly showed that the students in both groups had average or above
average skills in computation (scores were within four months of the
student's actual grade in school; some of the mean scores were markedly
above average - in some cases more than two years above grade level).
7. This picture of competence changed dramatically, hOwever, when one
looked at the word drOdlenis subtest. On the average; fifth and SiRth
graders in the experimental group scored evut three years tpdoll grade
level on this subtest. In the control group, fifth graders had mean Scores
about two and one-half years below grade level, arid sixth graders were
more than three yeart belOW their expected performance level in word
problem solving. There was no significant difference between the
experimental and control groups on other measures of achievement
(scores on the California Achievement Test in Reading and Stanford
Diagnostic Math Test Were alto examined).
Students were considered eligible for word problem soMng
instruction after they had been recommended by their Resource ROM
teachers as being in need of that type of direct instrUttion. In addition,
only those students who were performing within the average range (no
more than four Months below grade level on the Keymath Test) in
computation but markedly below grade level (more than one year below
grade expectation on the Keymath Test) in arithmetic Word problem
solving were selected for adititsion into the study. All students were
7
8. administered a problem solving pretest containing simple additiOn and
Subtraction problems, ex,caneous information and two-step problems.
Computation ability was measured by presenting computation problems not
embedded in word problems. Students in the study scored below 66% on the
word problem solving pretest and above 90% on the computation test.
Sthools were randomly assigned to either the control or experimental
group. Random assignment Of individuals was not possible because of
administrative constraints.
instnationaalaterdalS: An adapted and greatly expanded form of
NuZUM's script -and prompt cards were used With eath child. Figure 1
shows an example of one of the prompt cards. Nuzum's word prOblem
Work Sheets were also used as an instrUctiOnal COMpOnent. Only one-step
addition and subtraction problemt, iroblems with extraneous information,
and tWo-step addition/subtraction problems were inCluded on the
worksheets. Each student was alsO sUpplied with a simple four function
hand-held calculator.
PrOtedum Direct instruction occurred in 30 minute segments twice a
week for approximately six weeks or until the eXperimental group had
8
9. reached mastery on all four problem types. An adaptation and expansion
of Nuzum's systematic ingtitetion using a script and prompt cards Was
given to the experimental group. The instructional procedure was designed
to make explicit the steOS taken in solving problems. Students were
encouraged to internalize the steps for SOlution as soon as they could but
were permitted tO Lige the prompt cards whenever necessary.
SUpplementary questions were included in the script for teachers to use
with students experiencing difficulty solving the problems. Beth
experimental and control groups used calculators to assist their
computation following a brief initial period of :nstruction and prattite.
Three problems of the type necessary fOr each teaching phase were
included on worksheetS.
Instructional sessions for the experimental group included:
I ) distribution of neceSSaty tools (calcu)ators, highlighterS, peritils)
2) verbal eXplanations by the teacher of the skill te be mastered
3) teacher modeling of the steps to the solution process using an
OUtline or "prompt" card and script
4) student solving one problem out loud from a worksheet containing
10. three examples
5) other students and/or teacher offering prompts to the student
soMng the problem as needed (suggested prompts available from
script developed for the program)
6) StUdents solVing set of three prob ern independently (whispering
prompts if necessary)
'7) process repeated until mas ery (correct solution of 3 out of 3
problems) is reached
Instructional sessions for the experimental group included:
I ) distribution of calculate arid worksheets
2) teather inforMing students that they Would be doing practice to
help them improve their performance in solving word probleMS
3) students working on comparable number of worksheets which
experimental group needed to reach mastery on each prOblerri type
4) teachers giving Students immediate feedback on their performance
re which problems were COrtedt or incorrect
Data Analysis
After instruction was cOrtiplated during the six week interventidn,
1
11. studentS in both the experimental and contrOl groups were given an
alternate form of the problem sOlVing test which had been alminiStered as
a pretest An analysis of covariance was used tO analyze data.
Results arid Discussion
The results of the study indicated that the experimental groupi which
was given direct instruction in arithmetic verbal problem solving plus
calculator use performed significantly better than the control group which
as giVen a calculeto-r and opportUnity to Practice solving word problems
but no SyStematic instructional plan; The Mean score for the experimental
group was significantly higher (p .001) than the corresponding mean for
the control group across all four problem types. Table I shows the means
and standard deviations for all four problem types (Six examples of each
type Were given to both the experimental and control groups).
Scores improved dramatitally. All the students in the problem
solving study had scored e dr below 66% Oh the pretest instrument
POSttest scores for students th the expenmental group (with one
exceptiOn) were in excess of 90%. The ohly Student who did not score
within this high range was reclassified as educable mentally retarded and
11
12. placed in a full-time special education Class at the end of the school year;
Yet even she more than tripled her initial problem solving sure frOM
pretest to posttest. Experimental grail) students did not demonstrate the
performance decrementS on two-step problems and problems With
eXtraneous information which are Often found in learning disabled
students; They did, however, require many more trials to mattery for
these two problem types; There Wat virtually no difference between
pretest and postteSt performance for the control group.
Characteristics of poor oroblem solvers which had been previously
identified by Krutettkii (1976) among others were in evidente in this
Study. Before intervention occurred, StUdents were observed to be very
haphazard in their approach to solving arithmetic word problems and did
not appear to perceive any similarities among problem types. The practice
of scanning the problem for numbers and selecting an arbitrary Operation
(USually addition) was in evidence thrOUghout the control group's term of
involvement; The experiMental group also performed in thiS Manner on the
pretest. By the time the experimental group took the posttest, however,
they were able to categ&ize problems and correctly solve then according
12
13. to their common structure.
ImplicationS
The primary contribution of this study lies in the demOnStration that
learning disabled children who have exhibited yeti/ poor arithmetic word
problem solving skills can be taught to be proficient probleM solvers. They
CM be taught to be more analytical in their problem solving performance
and can learn to differentiate between several different prOblem types.
With thit problem solving modeL educatOrs can begin to explore the
development of a variety of comprehensive problem solving prOgrams for
children with learning disabilities and eXaMine the task variables that
contribute to problem solving success within this grouo.
3
14. Block, J. H. (1971).
References
rvv1111. I I 8
Rineiart, & Winston.
BlOom, B. (1976).
rieGraw=Hill.
Krutetskii, V. A. (1976). The pgythology of mathematical abilities in
Sch601 children. In J. Kilpatrick & I. Wirszup (Eds.). SOViet Studies in
I1I I
ir I -a aa. NY: Holt,
I $ . a
the-psychology-of learning and teaching mathematics (Vol. 2).
Chicagb: UniVersity of Chicago.Press.
Meichenbaum, D. (1977). Cognitive Behavior Modificati-onAn-integrative
Approactt NY: Plenum.
Newell, A. & Simon, H. A, (1972)._13Unlakstbitm3DI4a Englewood
CliffS, NU: Prentice-Hall.
Nuzum, M. (1983). The effects of a curriculum based-on-the-information
pLopessinaparadigm-on-tte-ari-thme-tic problem seilVingperformance
of-four-learnming disabled students, (Unpub)ished doctoral
diSSertation. Teachers College, Columbia UniverSity.
14
15. 14
Suydam; M; N. (1980). Using CaWators-in-Pre--College EdUe8titt Thitd
AnDual.Columbus, OH: Calculator
Information Center.
Suydam, M. N. (1982). The-Use of Calculators in Pre=-College-Educatiom
Fifth Annual State of theArt-Rev-iew. Columbus, Ohio: CalCulatOr
Information Center.
Zweng,11. J., Garaghty, J. & Turner, J. Clacten-_i_atattaaALIlLy:ing
yerlaLacatieminalleport; Washington, D.C. National Institute
of EduCatiOn. (ERIC Document Reproduction Service NO; ED
178-359).
5
16. Figure 1
OUTLINE CARD 3
READ (the whole problem)
ASK YOURSELF What is the question? Highlight it.
REREAD What it the highhghted question'?
Reread the rest of the problerrt
THINK
SOLVE
CHECK
What information do I need to answer the highlighted
question?
Underline the label. Write it dOwn.
Do I need all the inforMation?
No? Cross oUt any numbers I don't need.
Yes? Continue.
What is_the largest Writer? Circle it. Write it down.
Circle the Other nUMber in the problem.
Write it down under the largest number.
According to the question; What Will happen to the
_ .
largest numher in the problem?
Will it get larger or smaller as the answer?
Larger? ADD Smaller? SUBTRACT
15
17. Table 1
MEANS AND STANDARD DEVIATIONS FOR FOUR PROBLEM TYPES
Experimental Group n=30
PROBLEM TYPE PRE PRE POST POST
T SD
Addition
Subtraction
Two-Step
Extraneous Info.
Addition
Subtraction
Two-Step
EXtraneous Info.
453 1.01 5.97 0.18
2.87 1.81 5.93 0.37
1.30 1.37 5.87 0.43
1.53 1.38 5.03 1.35
COntrOl Group n=30
407 0.94 493 1.20
3.33 2.02 3.50 1.63
1.47 1.46 2.07 2.05
1.10 1.12 1.80 1.61
J1