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The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students

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dc.contributor.author Smith, J. E. en_US
dc.date.accessioned 2009-07-09T18:49:29Z
dc.date.available 2009-07-09T18:49:29Z
dc.date.issued 1996-07-09T18:49:29Z
dc.identifier.uri http://hdl.handle.net/10464/2133
dc.description.abstract Forty grade 9 students were selected from a small rural board in southern Ontario. The students were in two classes and were treated as two groups. The treatment group received instruction in the Logical Numerical Problem Solving Strategy every day for 37 minutes over a 6 week period. The control group received instruction in problem solving without this strategy over the same time period. Then the control group received the treat~ent and the treatment group received the instruction without the strategy. Quite a large variance was found in the problem solving ability of students in grade 9. It was also found that the growth of the problem solving ability achievement of students could be measured using growth strands based upon the results of the pilot study. The analysis of the results of the study using t-tests and a MANOVA demonstrated that the teaching of the strategy did not significaritly (at p s 0.05) increase the problem solving achievement of the students. However, there was an encouraging trend seen in the data. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Mathematics--Study and teaching (Secondary) en_US
dc.subject Mathematics--Problems, exercises, etc. en_US
dc.title The effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine students en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name Master of Education en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Graduate and Undergraduate Studies in Education en_US
dc.degree.discipline Faculty of Education en_US


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