In this study, problem solving provided deeper meaning and understanding
through the implementation of a structured problem solving strategy with the teaching of
rational numbers. This action-research study was designed as a quasi-experimental
model with a control closely matched to an experimental group using similar
demographics and number of economically disadvantaged students. In comparison to the
control group, the experimental group received their instruction in rational numbers with
the addition of a structured problem solving strategy, and a pre/posttest on problem
solving with proportionality between similar geometric figures, converting fractions to
percents, proportionality with a given ratio, expression of a ratio, and appropriate
application of ratios. The study indicates that a structured problem solving strategy can
improve the mathematical accuracy, approach and the explanation of rational numbers
that are focused on rates, ratio, proportion, and percents. Results showed a statistically
significant difference in the performance of these two groups. Effect sizes and 95%
confidence intervals (CIs) were reported to support the findings. When examining subgroups, the study showed the structured problem solving
stratey not only improved students' ability to understand and use rational numbers but
also improved students' problem solving skills and their attitude towards problem
solving. The experimental group showed the most improvement in the approach to
solving problems with rational numbers indicating deeper understanding of rates, ratios,
proportions and percents.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-05-479 |
| Date | 2009 May 1900 |
| Creators | Meredith, Krystal B. |
| Contributors | Capraro, Robert M., Capraro, M ary M. |
| Source Sets | Texas A and M University |
| Language | English |
| Detected Language | English |
| Type | Book, Thesis, Electronic Thesis, text |
| Format | application/pdf |
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