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作者 Rousseau, Donna
書名 Improving mathematical problem solving skills: The journey to success
國際標準書號 9781109258400
book jacket
說明 125 p
附註 Source: Dissertation Abstracts International, Volume: 70-07, Section: A, page: 2429
Adviser: Diane Schiller
Thesis (Ed.D.)--Loyola University Chicago, 2009
The purpose of this study was to determine if problem solving skills can be improved through the use of an interdisciplinary program incorporating reading, music, and mathematics. The study was conducted in seven fifth grade classrooms, and addresses the need to teach problem solving strategies in elementary school and the importance of problem solving to improve overall mathematics learning
There was a statistically significant difference between the gain scores of each of the treatment groups. The low ability treatment group had a mean gain of 3.84, while the low ability control group had a mean gain of 0.73, showing a statistically significant difference between gain scores of the two low ability groups. These scores are an important finding in this study, implying that the students in the low ability treatment program classroom were able to retain and apply the problem solving strategies learned from the program and improve their posttest scores
The average ability treatment group showed a mean difference of 2.39, while the high ability control group showed a mean difference of 2.11. Although the treatment groups had a greater mean gain, the gain was not statistically significant, but the greater gain for the treatment group was a positive finding to consider. In addition, when comparing the mean scores of the treatment group as a whole from pretest to posttest, the mean increased from 12.855 to 15.605, a gain of 2.750. The mean scores for the combined control groups also increased from pretest to posttest from 15.016 to 16.790, a gain of only 1.774. This was another positive finding from the study
The teachers implementing the treatment program were very positive toward the story and the lessons. The greatest challenge they faced was time. The students were enthusiastic about the story and based on the questionnaires, enjoyed the story part of the program and doing the problems in class
School code: 0112
Host Item Dissertation Abstracts International 70-07A
主題 Education, Mathematics
Education, Elementary
0280
0524
Alt Author Loyola University Chicago
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