The Effects of Teaching Reflection upon Mathematical Problem Solving on Task Performance
| Autor: | Li-Hui Chen, 陳麗慧 |
|---|---|
| Rok vydání: | 2001 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 89 The Effects of Teaching Reflection upon Mathematical Problem Solving on Task Performance Li-Hui Chen ABSTRACT The objectives of this study were to investigate both the immediate effects and the long-term effects of the instruction by teaching fifth graders to reflect on their mathematical problem solving, and to explore students’ viewpoints of the instruction related to reflection. The instruction of reflecting on mathematical problem solving in this study employed Polya’s four—step process for solving problems. It asked students to collaborate on mathematical problem solving, then each individual student reflected on the process for problem solving with writing down on the reflection sheet. There were two levels of experimental treatment in the study: (a) students collaborated on mathematical problem solving only (the control group); (b) students collaborated on mathematical problem solving and reflected on the process for problem solving (the experimental group). Sixty-four fifth graders in two classes were selected as subjects from an elementary school in Taipei Wen-Shan district, and were randomly assigned to the two different groups. The experiment was conducted over seven-week periods, for 80 minutes each week. A single factorial design was employed. The dependent variables were (a) scores of “the reasonableness and correctness of mathematical problem solving” and (b) scores of “the creativity of mathematical problem solving” on both “the immediate-test” and “the long-term-test.” Students’ scores of “the reasonableness and correctness of mathematical problem solving” and “the creativity of mathematical problem solving” on “the immediate-test” and “the long-term-test” were analyzed individually with a multivariate analysis of covariance. Results indicated that:(a) there were no immediate effects of teaching reflection on the reasonableness and correctness of mathematical problem solving and the creativity of mathematical problem solving; (b) there were long-term effects of teaching reflection on the reasonableness and correctness of mathematical problem solving and the creativity of mathematical problem solving; (c) there were positive effects on the attitudes of mathematical problem-solving learning among students in the experimental group. Finally, some suggestions for educational implications future research are made based on the findings and the limitations of the study. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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