Abstract
Background: Awareness is core ability in problem-solving process, but related performance analysis of problem-solving process awareness for elementary school students is still under study. It is one of the research gaps. This research summarizes problem-solving process awareness dimensions of translation and implementation to study. Former includes recognition and representation, and latter includes strategy and execution, review and check. Objective: According to the results of the literature analysis and research gap, this study aims to explore the problem-solving process awareness ability for elementary school students with different problem-solving performances by utilizing related instruments. Method: This research utilized two instruments of problem-solving process awareness and problem-solving to assess process awareness and problem-solving performances each for elementary school students. There were 389 elementary school students in Chiayi of Taiwan were selected by using stratified and cluster sampling to collect and analyze data. The single-factor multivariate mean test and η 2 effect size value, Roy-Bargman step-down F test and simultaneous confidence interval test were carried out. The analysis above which was conducted by SPSS for Windows. Result and conclusion: It is found that there were significant differences in performances of problem-solving process awareness for students with different problem-solving abilities after adequate data analysis. The performances are considerably different in translation and implementation awareness for students with differing word problem solving ability that translation awareness included recognition and representation awareness, and implementation awareness included strategy and execution, review and check awareness. So, conclusion is listed as follows. It is that students with different problem-solving performances have real differences in translation, implementation and overall awareness of problem-solving process corresponding to research problem.
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