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.Item type | Current location | Collection | Call number | Status | Date due | Barcode |
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Periodicals Journal Bound | College Library Periodical Section | GC | AI 050/H68 (Browse shelf) | Available |
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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