Hohn, Robert L.
Heuristic training and performance in elementary mathematical problem solving/ The Journal of Educational Research - 3 tables. - vol. 95, no. 6 (July/August 2002): 374-380.
The processes of understanding and solving word problems proceed through the phases of problem translation, problem interpretation, solution planning, solution execution, and solution monitoring. The authors developed a heuristic strategy (SOLVED) to explain these phases in language appropriate to third-, fourth-, and fifth-grade students. Children were trained over several lessons to use it to solve different types of mathematical problems. Results of 2 experiments involving 223 elementary students indicated that SOLVED was more effective in aiding both short-term and delayed problem solving than traditional problem-solving instruction. Accuracy in problem solving was significantly correlated with metacognitive processing. Third-grade students used SOLVED more rapidly and effectively than did older students, and no interaction of learning rate with ability or gender occurred.
0022-0671
ELEMENTARY MATHEMATICS INSTRUCTION.
HEURISTIC IN MATHEMATICS.
MATHEMATICAL PROBLEM SOLVING.
050/H68
Heuristic training and performance in elementary mathematical problem solving/ The Journal of Educational Research - 3 tables. - vol. 95, no. 6 (July/August 2002): 374-380.
The processes of understanding and solving word problems proceed through the phases of problem translation, problem interpretation, solution planning, solution execution, and solution monitoring. The authors developed a heuristic strategy (SOLVED) to explain these phases in language appropriate to third-, fourth-, and fifth-grade students. Children were trained over several lessons to use it to solve different types of mathematical problems. Results of 2 experiments involving 223 elementary students indicated that SOLVED was more effective in aiding both short-term and delayed problem solving than traditional problem-solving instruction. Accuracy in problem solving was significantly correlated with metacognitive processing. Third-grade students used SOLVED more rapidly and effectively than did older students, and no interaction of learning rate with ability or gender occurred.
0022-0671
ELEMENTARY MATHEMATICS INSTRUCTION.
HEURISTIC IN MATHEMATICS.
MATHEMATICAL PROBLEM SOLVING.
050/H68
