Heuristic training and performance in elementary mathematical problem solving/
By: Hohn, Robert L.
Contributor(s): Frey, Bruce.
Description: 3 tables.ISSN: 0022-0671.Other title: The Journal of Educational Research.Subject(s): ELEMENTARY MATHEMATICS INSTRUCTION | HEURISTIC IN MATHEMATICS | MATHEMATICAL PROBLEM SOLVINGDDC classification: 050/H68 Summary: 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.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.
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