Processes, Conceptual Knowledge, and Mathematical Problem-Solving Ability

Autor:	Norman L. Webb
Rok vydání:	1979
Předmět:	Educational research Mathematics (miscellaneous) Mathematical problem Recall Mathematics education Cognition Mathematical problem solving Heuristics Construct (philosophy) Constructive Education Mathematics
Zdroj:	Journal for Research in Mathematics Education. 10:83-93
ISSN:	1945-2306 0021-8251
DOI:	10.5951/jresematheduc.10.2.0083
Popis:	Forty high school students taking second-year algebra were interviewed individually while solving the eight problems in the Problem-Solving Inventory. Protocols were recorded on audio tape and coded at a later date. Data collected prior to the interviews included measures of mathematics achievement, verbal ability, field-independence, spatial ability, and reasoning abilities. Data from the interviews included frequencies of problem-solving processes and scores on the inventory. Principal component analyses were used to reduce the number of variables in each category. The Mathematics Achievement (conceptual knowledge) component accounted for 50% of the variance in the total scores on the inventory using a regression analysis. The heuristic strategy components, a subset of the process components, accounted for an additional 13% of the variance.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::58cf72ea68238415605ab263534a68db https://doi.org/10.5951/jresematheduc.10.2.0083 Zobrazit plný text záznamu