Current Search: Problem Solving Strategies (x)
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 Title
 Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School.
 Creator

Klingler, Kelly, Ortiz, Enrique, Gresham, Regina, Andreasen, Janet, University of Central Florida
 Abstract / Description

The purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word...
Show moreThe purpose of this action research study was to observe the influence of teaching mathematical problem solving strategies on students' attitudes in middle school. The goal was to teach five problem solving strategies: Drawing Pictures, Making a Chart or Table, Looking for a Pattern, Working Backwards, and Guess and Check, and have students reflect upon the process. I believed that my students would use these problem solving strategies as supportive tools for solving mathematical word problems. A relationship from the Mathematics Attitudes survey scores on students' attitudes towards problem solving in mathematics was found. Students took the Mathematics Attitudes survey before and after the study was conducted. Inclass observations of the students applying problem solving strategies and students' response journals were made. Students had small group interviews after the research study was conducted. Therefore, I concluded that with the relationship between the Mathematics Attitudes survey scores and journal responses that teaching the problem solving strategies to middle school students was an influential tool for improving students' mathematics attitude.
Show less  Date Issued
 2012
 Identifier
 CFE0004309, ucf:49490
 Format
 Document (PDF)
 PURL
 http://purl.flvc.org/ucf/fd/CFE0004309
 Title
 HELPING ATRISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES.
 Creator

Lopez, Lurdes, JeanPierre, Bobby, University of Central Florida
 Abstract / Description

This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problemsolving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The...
Show moreThis action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problemsolving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problemsolving strategies on atrisk students.
Show less  Date Issued
 2008
 Identifier
 CFE0002095, ucf:47551
 Format
 Document (PDF)
 PURL
 http://purl.flvc.org/ucf/fd/CFE0002095
 Title
 The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.
 Creator

Sahin, Nesrin, Dixon, Juli, Haciomeroglu, Erhan, Ortiz, Enrique, Bai, Haiyan, Schoen, Robert, University of Central Florida
 Abstract / Description

The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group...
Show moreThe purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for singledigit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for singledigit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multidigit problems had significantly higher mathematics achievement than the students who used standard algorithms.
Show less  Date Issued
 2015
 Identifier
 CFE0005704, ucf:50137
 Format
 Document (PDF)
 PURL
 http://purl.flvc.org/ucf/fd/CFE0005704
 Title
 TEACHING AND ASSESSING CRITICAL THINKING IN RADIOLOGIC TECHNOLOGY STUDENTS.
 Creator

Gosnell, Susan, Biraimah, Karen, University of Central Florida
 Abstract / Description

The purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting...
Show moreThe purpose of this study was primarily to explore the conceptualization of critical thinking development in radiologic science students by radiography program directors. Seven research questions framed three overriding themes including 1) perceived definition of and skills associated with critical thinking; 2) effectiveness and utilization of teaching strategies for the development of critical thinking; and 3) appropriateness and utilization of specific assessment measures for documenting critical thinking development. The population for this study included program directors for all JRCERT accredited radiography programs in the United States. Questionnaires were distributed via Survey MonkeyÃ‚Â©, a commercial online survey tool to 620 programs. A fortyseven percent (n = 295) response rate was achieved and included good representation from each of the three recognized program levels (AS, BS and certificate). Statistical analyses performed on the collected data included descriptive analyses (median, mean and standard deviation) to ascertain overall perceptions of the definition of critical thinking; levels of agreement regarding the effectiveness of listed teaching strategies and assessment measures; and the degree of utilization of the same teaching strategies and assessment measures. Chi squared analyses were conducted to identify differences within each of these themes between various program levels and/or between program directors with various levels of educational preparation as defined by the highest degree earned. Results showed that program directors had a broad and somewhat ambiguous perception of the definition of critical thinking, which included many related cognitive processes that were not always classified as attributes of critical thinking according to the literature, but were consistent with definitions and attributes identified as critical thinking by other allied health professions. These common attributes included creative thinking, decision making, problem solving and clinical reasoning as well as other highorder thinking activities such as reflection, judging and reasoning deductively and inductively. Statistically significant differences were identified for some items based on program level and for one item based on program director highest degree. There was general agreement regarding the appropriateness of specific teaching strategies also supported by the literature with the exception of online discussions and portfolios. The most highly used teaching strategies reported were not completely congruent with the literature and included traditional lectures with inclass discussions and highorder multiple choice test items. Significant differences between program levels were identified for only two items. The most highly used assessment measures included clinical competency results, employer surveys, image critique performance, specific course assignments, student surveys and ARRT exam results. Only one variable showed significant differences between programs at various academic levels.
Show less  Date Issued
 2010
 Identifier
 CFE0003261, ucf:48518
 Format
 Document (PDF)
 PURL
 http://purl.flvc.org/ucf/fd/CFE0003261