This study employed thinking aloud and semi-structured interviews to explore problem-solving representations, problem-solving processes, and problem-solving strategies of six grade seven students on word problems of linear equation in one variable. The instrument of the study was a researcher-designed test with literal, graphics and/or symbolic descriptions and was examined and revised by three senior secondary mathematics teachers. According to their mathematics scores of 3rd midterm exam last semester, students were divided into three achievement groups¡Ð¡Ðlow achievement group (the lowest 27%)¡Amiddle achievement group (46%) and high achievement group (the highest 27%). One subject was selected from each of middle and high achievement groups of three grade seven classes. Six subjects, in total, had taken thinking aloud training for three weeks, and then they took the paper and pencil test individually with a follow-up interview. All the processes of individual tests and interviews were video recorded. The videotapes were transcribed and provided the major evidence of the analyses of participants¡¦ performances of problem-solving processes, their problem-solving representations, and their problem-solving strategies.
The results of problem-solving representation, problem-solving process, and problem-solving strategy were reported separately as follows:
(1)Problem-solving representation. Participants applied literal, algebraic and numeral representations to solve one-variable leaner equation problems more often than used graphic one.
(2)Problem-solving process.
(a)When graphic representation was applied in this test, the time of problem solving could be shortened effectively.
(b)The times that Participants repeat to read and analyze the topic increased relatively in the topics with more writing narration.
(c)In more than one half of the fault problem-solving cases, the three stages of exploration, implementation, and planning were administered simultaneously.
(d)The more verification was applied during participant¡¦s problem-solving process, his/her opportunity of success was higher.
(e)Verification was often administered in problems with complex computations or questionable topics.
(f)The relevance was higher between problem content and daily life, the opportunity of success was higher.
(g)The time that the high achievement group used to solve problems was shorter than the middle achievement group used, and the opportunity of success was also higher than the middle achievement group.
(3)Problem-solving strategy.
(a)The problem-solving strategies applied by participants of high achievement group were more consistent, and the problem-solving strategies among participants of middle achievement group were more diverse.
(b)The problem-solving strategies that participants often used to solve word problems of linear equations in one variable were translating the word problem into an equation, simplification of equation by collecting terms, using inverse operations, and properties of equality.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0205107-160451 |
| Date | 05 February 2007 |
| Creators | Chen, Chien-ting |
| Contributors | Wu-nan Uen, Tu-cheng Wu, Ching-hua Chien |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0205107-160451 |
| Rights | off_campus_withheld, Copyright information available at source archive |
Page generated in 0.0019 seconds