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dc.contributor.authorSmith, J. E.en_US
dc.date.accessioned2009-07-09T18:49:29Z
dc.date.available2009-07-09T18:49:29Z
dc.date.issued1996-07-09T18:49:29Z
dc.identifier.urihttp://hdl.handle.net/10464/2133
dc.description.abstractForty 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectMathematics--Study and teaching (Secondary)en_US
dc.subjectMathematics--Problems, exercises, etc.en_US
dc.titleThe effects of teaching a mathematics problem solving strategy on the problem solving ability of grade nine studentsen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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