The purpose of this study was to investigate sixth grade students&rsquo / conceptual and procedural knowledge and word problem solving skills in the domain of length, area, and volume measurement with respect to gender, previous mathematics achievement, and use of materials. Through the Conceptual Knowledge test (CKT), the Procedural Knowledge Test (PKT), and the Word Problems test (WPT) and the Student Questionnaire, the data were collected from 445 sixth grade students attending public schools located in four different main districts of Ankara. Both descriptive and inferential statistics techniques (MANOVA) were used for the data analysis. The results indicated that the students performed relatively poor in each test. The lowest mean scores were observed in the WPT, then CKT, and PKT respectively. The questions involving length measurement had higher mean scores than area and volume measurement questions in all tests. Additionally, the results highlighted a significant relationship not only between the tests but also between the domains of measurement with a strong and positive correlation. According to the findings, whereas the overall performances of students on the tests significantly differed according to previous mathematics achievement level, gender did not affect the students&rsquo / performance on the tests. Moreover, a wide range of mistakes were found from students&rsquo / written responses to the length, area, and volume questions in the tests. Besides, the results indicated that use of materials in teaching and learning measurement was quite seldom and either low or non-significant relationship between the use of materials and the students&rsquo / performance was observed.

京都大学 / 新制・課程博士 / 博士(教育学) / 甲第24353号 / 教博第283号 / 新制||教||214(附属図書館) / 京都大学大学院教育学研究科教育科学専攻 / (主査)教授 MANALO Emmanuel, 教授 楠見 孝, 准教授 野村 理朗 / 学位規則第4条第1項該当 / Doctor of Philosophy (Education) / Kyoto University / DGAM

TITLE: The influence of the order of information in word problems on their difficulty for lower secondary pupils AUTHOR: Bc. David Hennlich DEPARTMENT: Department of Mathematics and Mathematical Education SUPERVISOR: doc. RNDr. Naďa Vondrová, Ph.D. ABSTRACT: Research has shown an influence of various parameters of word problems on their success rate and solving strategies that are used by pupils. In case of the order of information variable, most of research has focused on word problems, in which the order of information corresponds, or not, with the order of events described in the problem statement. This thesis differs from them by aiming at word problems without the sequence of this kind in their situational models. Two sets of problems solved by ninth grade pupils of four secondary schools situated in Prague were analysed. In order to recognize the influence of the analysed parameter, the combination of qualitative and quantitative approach was used. Item Response Theory (IRT) was used to analyse the parameter from the quantitative point of view. The written solutions of pupils were also analysed in a qualitative way and later amended by additional interviews with pupils. No influence of the parameter was found on either success rate or solving strategies in any of the analysed word problems. There was...

This thesis Pupils' problem solving strategies at lower and upper secondary level brings a focus on the issue outlined by the name. At the same time, it focuses on pupils' strategies to solve problems that are closely related to information literacy. At first I define basic terms for the area of word problems. Consecutively I focus on the theoretical knowledge from the area of problem solving strategies themselves. The content of the experimental part of the thesis is the survey of pupils' solutions of eight selected tasks, by which I was looking for an answer of the three basic questions of this thesis. My experiment is divided into two branches. The first branch of the experiment took place at the lower level of the multi-year grammar schools. The second branch of the experiment took place at the higher grade of the multi-year grammar schools and, to a small extent, at the secondary school. The theoretical part contains views of various authors on issue of problems and word problems. I present and compare these individual approaches. The result is the demarcation of the terms needed for the experimental part of the work. The main aim of the experimental part of the thesis is to find the answers of three basic questions of this thesis, where I was using data from lower and higher grades of...