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1.
The goal of the study reported here is to gain a better understanding of the role of belief systems in the approach phase to mathematical problem solving. Two students of high academic performance were selected based on a previous exploratory study of 61 students 12–13 years old. In this study we identified different types of approaches to problems that determine the behavior of students in the problem-solving process. The research found two aspects that explain the students’ approaches to problem solving: (1) the presence of a dualistic belief system originating in the student’s school experience; and (2) motivation linked to beliefs regarding the difficulty of the task. Our results indicate that there is a complex relationship between students’ belief systems and approaches to problem solving, if we consider a wide variety of beliefs about the nature of mathematics and problem solving and motivational beliefs, but that it is not possible to establish relationships of causality between specific beliefs and problem-solving activity (or vice versa).  相似文献   

2.
This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed.  相似文献   

3.
While there is considerable literature concerning the relationship between student motivation and achievement, few studies have examined the relationship between student motivation, course experiences and academic achievement at the postgraduate level. This paper is based on the findings of the initial correlation analysis of the relationship between motivational beliefs and course experiences of 368 postgraduate students in five different subject areas enrolled in day and afternoon classes at a highly-ranked public university in Pakistan. A questionnaire was developed using scales from the Motivated Strategies for Learning Questionnaire and the Course Experiences Questionnaire to measure the motivational beliefs and course experiences of students. Academic achievement was measured using the achievement score in the courses in which the data were collected. The results of the study indicated that students' achievement scores were positively correlated with their self-efficacy for learning and negatively correlated with test anxiety, whereas the course-experience factor learning community was significantly correlated with achievement scores. Significant correlations were also found among almost all motivational beliefs and course experience factors.  相似文献   

4.
The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students?? knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment involved five experimental and six control classes (N?=?106 and 138, respectively) of third-grade students. The experiment comprised 20 lessons with 73 word problems, providing a systematic overview of the basic word problem types. Teachers of the experimental classes received a booklet containing lesson plans and overhead transparencies with different types of visual representations attached to the word problems. Students themselves were invited to make drawings for each task, and group work and teacher-led discussion shaped their beliefs about the role of visual representations in word problem solving. The effect sizes of the experiment were calculated from the results of two tests: an arithmetic skill and a word problem test, and the unbiased estimates for Cohen??s d proved to be 0.20 and 0.62. There were significant changes also in experimental group students?? beliefs about mathematics. The experiment pointed to the possibility, feasibility, and importance of learning about visual representations in mathematical word problem solving as early as in grade?3 (around age 9?C10).  相似文献   

5.
Students with learning disabilities (LD) consistently struggle with word problem solving in mathematics classes. This difficulty has made curricular, state, and national tests particularly stressful, as word problem solving has become a predominant feature of such student performance assessments. Research suggests that students with LD perform poorly on word problem‐solving items due primarily to deficits in problem representation. Therefore, it is imperative that teachers provide these students with supplemental problem‐solving instruction that specifically targets the development of representational strategies. This article describes how one representational strategy, using number lines, can be used to model word problems as part of a comprehensive problem‐solving intervention to improve the conceptual understanding of math word problems and, subsequently, the problem‐solving performance of students with LD.  相似文献   

6.
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7.
This study investigates how scaffolding type and learners’ epistemological beliefs influence ill-structured problem solving. The independent variables in this study include the type of scaffolding (task-supported, self-monitoring) and the student's epistemological belief level (more advanced, less advanced). The dependent variables include three components of problem-solving skill (problem representation, solution development, monitoring and evaluation). The two-way multivariate analysis of variance results reveal that students in the self-monitoring scaffolding group earned higher scores on problem representation and solution development than those in the task-supported scaffolding group. Students with more advanced epistemological beliefs also earned higher scores on solution development and monitoring and evaluation than did those with less advanced epistemological beliefs. In addition, a significant interaction was found between scaffolding type and epistemological belief level. These findings suggest that students can benefit from self-monitoring scaffolding in web-based problem solving and that different types of scaffolding should be provided according to the student's epistemological belief level.  相似文献   

8.
Students enter college chemistry courses with different sources of motivation, appropriate or inappropriate assumptions about their probability of success and how to study. This study is theoretically aligned with self-regulated learning research. Clearly, academic performance is closely related to student motivational beliefs and learning strategies. This study investigated the motivational beliefs and learning strategies of 2 years of college students in the second semester of organic chemistry. Responses to the Motivational Beliefs and Learning Strategies Questionnaire indicated that student self-efficacy was highly correlated with academic performance (semester grades). Gender differences were quite pronounced. Male academic performance was associated with intrinsic motivation as well as the importance placed on the learning task. Test anxiety was negatively associated with male grades. Extrinsic motivation was negatively correlated with female grades. Responses to students’ sense of control over learning, the value of the learning task, and self-efficacy were significantly higher for males compared to females. Faculty who attend to these different patterns may influence beliefs as well as learning strategies. Correcting erroneous assumptions about how to learn chemistry may help students shift both their attitudes and their learning practices. The notable gender difference suggests that female chemistry students may especially profit from focused faculty intervention.  相似文献   

9.
This study investigated the impact of cognitive strategy instruction (CSI) on mathematical word problem solving of students with mathematics disabilities. A sample of fourth-grade students in a Chinese primary school was divided into a treatment group (75 students) and a comparison group (75 students). The sample consisted of students with mathematics disabilities only, students with both mathematics and reading disabilities, as well as average- and high-achieving students. Results showed that students at all ability levels (except high-achieving students) in the treatment group outperformed significantly their counterparts in the comparison group; the intervention effect was stronger for students with mathematics disabilities only than for those with both mathematics and reading disabilities. The present study indicates that CSI is a contextually and pedagogically appropriate model that has a strong potential to improve mathematical word problem solving.  相似文献   

10.
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3 contextually challenging division-with-remainder (DWR) word problems and pose word problems according to 3 symbolic expressions. Afterwards, they were also given 2 questionnaires wherein they had to evaluate 3 different pupil reactions to, respectively, 1 problem solving item and 1 problem posing item about DWR. First, our results revealed that teachers behaved quite ‘realistically’ not only when solving and posing DWR problems themselves but also when evaluating elementary school pupils’ DWR problem solving and problem posing performance. Second, we found a correspondence between teachers’ own performance on the tests and their evaluations of pupils’ reactions. Third, the present study provides some further insight into the role of one of the instructional factors that is generally considered responsible for the strong and worldwide tendency among elementary school children to neglect real-world knowledge and realistic considerations in their endeavours to solve and pose mathematical word problems, namely the teachers’ conceptions and beliefs about this topic.  相似文献   

11.
Predictive relationships among perceived family processes, intrinsic and extrinsic motivation, incremental beliefs about intelligence, confidence in intelligence, and creative problem-solving practices in mathematics and science were examined. Participants were 733 scientifically talented Korean students in fourth through twelfth grades as well as 71 individuals in fifth grade, tenth grade, and former Korean Science Olympians. Across all students, perceived positive family processes directly predicted creative problem-solving practices in mathematics and science and were indirectly predicted through enhancing confidence in intelligence and intrinsic motivation, which, in turn, predicted students' creative problem solving in mathematics and science. Confidence in intelligence was the best predictor of creative problem solving for scientifically talented fifth- and tenth-grade students but not for Olympians. Alternative interpretations, the importance of confidence in intelligence for creative problem solving in mathematics and science, and educational implications are discussed.  相似文献   

12.
Reform efforts in mathematics education arose, in part, in response to constructivist works on conceptual learning. However, little research has examined how students with learning disabilities (LD) respond to constructivist-oriented instruction in mathematics, particularly in moment-to-moment interactions. To understand the nature of constructivist-oriented mathematics instruction involving students with LD, the authors conducted a case study to analyze teacher–student interactions during constructivist-oriented small group instruction involving a student with LD. The student demonstrated, to a certain degree, the ability to reason mathematically when provided with appropriate opportunities and prompting. However, given the limited intervention time, his reasoning and problem solving did not seem to go beyond the semiconcrete level of operation, which may have inhibited his solving of complex word problems with large numbers. Findings indicate that more efforts are needed to support students, those with LD in particular, in their transitions from concrete or semiconcrete to abstract conceptual understanding and problem solving.  相似文献   

13.
Abstract

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.  相似文献   

14.
通过整理近年来关于小学数学应用题的相关研究,总结学生在应用题解题过程中普遍存在的认知障碍,结合现有解题系统分析研究各类型的认知工具对小学应用题解题障碍的支持,为帮助学生选择合适的认知工具提供借鉴,并在此基础上提出基于问题解决障碍的小学数学应用题解题系统的模型构建,为新的认知工具的设计开发提供新的角度。  相似文献   

15.
The study presented in this paper seeks to investigate the impact of authenticity on the students’ disposition to make necessary real world considerations in their word problem solving. The aim is also to gather information about the extent to which different reasons for the students’ behaviors are responsible for not providing solutions that are consistent with the ‘real’ situations described in the word problems. The study includes both written solutions to word problems and interview data from 161 5th graders. The results show an impact of authenticity on both the presence of ‘real life’ considerations in the solution process and on the proportion of written solutions that were really affected by these considerations. The students’ frequent use of superficial solution strategies and their beliefs about mathematical word problem solving were found to be the main reasons for providing solutions that are inconsistent with the situations described in the word problems.  相似文献   

16.
Research on how epistemic beliefs influence students’ learning in different contexts is ambiguous. Given this, we have examined the relationships between students’ scientific epistemic beliefs, their problem solving, and solutions in a constructionist computer-simulation in classical mechanics. The problem-solving process and performance of 19 tenth-grade students, with different scientific epistemic beliefs, were video recorded and inductively coded. Quantitative analysis revealed that different sets of epistemic beliefs were conducive to different aspects of students’ problem-solving process and outcomes. Theoretically sophisticated beliefs were in general associated with logical strategies and high solution complexity. However, authority dependence was associated with high degree of adherence to instructions. Hence, there might not be a universal relationship between the theoretical sophistication of students’ epistemic beliefs and quality of learning outcomes. We suggest that the conduciveness to desired outcomes is a better measure of sophistication than theoretical non-contextualized a priori assumptions.  相似文献   

17.
运用实验法,研究了聋生与听力正常学生解决加减文字题、构建加减文字题问题模型的差异。被试为小学3年级学生,聋生32名,听力正常学生33名。结果发现:聋生解决加减文字题和构建问题模型的成绩都显著落后于听力正常学生;构建问题模型在聋生解决加减文字题的过程中有着重要的作用。研究认为,在聋校文字题教学中要重视问题表征训练。  相似文献   

18.
While statistics is an essential topic for business students, many students experience barriers to successful learning due to anxiety, motivation, or difficulty with quantitative understanding. This research examines the use of online videos with an effort to explore the relationship between student characteristics, video usage, and course performance measures. In addition, the study examines student perceptions of the supplemental resources in an effort to examine the efficacy related to student learning and performance. This study seeks to confirm previous research regarding the benefit of supplemental video resources and extend the knowledge base by understanding the impact for various types of students (e.g., level of course, level of previous academic performance, etc.). The study found that the use of the video resources varies based on students’ previous math performance and the difficulty of the material. Student ratings indicate that the videos were helpful in learning the content and that they provided an important resource when students needed additional tools to master the material. Analysis of the results provides implications for understanding how different students use online videos and offers recommendations for educators and researchers about how to enhance student success in difficult statistics coursework.  相似文献   

19.
A convenience sample of 618 children and adolescents in grades 4 through 10, excluding grade 8, were asked to complete a writing motivation and activity scale and to provide a timed narrative writing sample to permit an examination of the relationships between writing motivation, writing activity, writing performance, and the student characteristics of grade, sex, and teacher judgment of writing ability. Female students and older students wrote qualitatively better fictional stories, as did students with higher levels of writing ability based on teacher judgment. With respect to writing activity, more frequent writing in and out of school was reported by girls, better writers, and younger students. In a path analysis, grade and sex directly influenced writing activity, while sex, teacher judgment of writing ability, and writing activity directly influenced some aspects of writing motivation. Overall, teacher judgment of writing ability, grade level, and motivational beliefs each exerted a significant direct positive influence on narrative quality, whereas performance goals exerted a significant direct negative impact on quality.  相似文献   

20.
The use of student-centered High Impact Practices (HIPs) has become increasingly popular across university and college faculty. HIPs increase student development of critical thinking, problem solving, and communication skills. HIPs also provide students the opportunity to engage in real-world application of course knowledge. While HIPs increase student engagement and intrinsic motivation, little research has explored student perception of these concepts. This article describes a pilot course offered to upper level criminal justice students that incorporated three HIPs: undergraduate research, collaborative assignments, and service/community-based learning. Semi-structured interviews were used to facilitate individual student discussion regarding their perceptions and experiences of the course related to their level of motivation and engagement as compared to traditional classes. Results indicated student expectations for the course were exceeded; students believed the course would positively impact their future career/education plans; and the HIPs motivated the students to engage more than their traditional lecture-oriented courses.  相似文献   

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