Abstract
There are a number of behaviors or heuristics that can be identified as important or useful for solving mathematical problems. The study compared three instructional strategies for promoting the selected behaviors of drawing a diagram, approximating and verifying, constructing an algebraic equation, classifying data, and constructing a chart. The experimental setting was six mathematics classes (N=133) across three grade levels (9, 10, 11) at a private high school in Iowa. The research design was a one-factor, randomized complete block with mathematics classes as a blocking variable. Each of the instructional strategies involved working on a problem, but with variations in the placement of, and emphasis on, an implied problem-solving behavior. One instructional strategy involved only exposure to problems while the other two involved an instructional phase. The results indicated that the subjects given instruction on specific behaviors were more likely to exhibit and make effective use of the problem-solving behaviors in new problem situations.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
