Glogs as Non-Routine Problem Solving Tools in Mathematics

Autor/in	Devine, Matthew T.
Titel	Glogs as Non-Routine Problem Solving Tools in Mathematics
Quelle	(2013), (174 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Nova Southeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-7515-0
Schlagwörter	Hochschulschrift; Dissertation; Thinking Skills; Problem Solving; Mathematics; Mathematics Anxiety; Web Sites; Instructional Materials; Phenomenology; Research Methodology; Qualitative Research; Interviews; Mathematics Instruction; Mathematics Materials; Web 2.0 Technologies; Action Research; Technology Uses in Education; Virtual Classrooms + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Denkfähigkeit; Problemlösen; Mathematik; Web-Design; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Phenomenological psychology; Phänomenologie; Psychologie; Research method; Forschungsmethode; Qualitative Forschung; Interviewing; Interviewtechnik; Mathematics lessons; Mathematikunterricht; Mathematische Tafel; Projektforschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In mathematical problem solving, American students are falling behind their global peers because of a lack of foundational and reasoning skills. A specific area of difficulty with problem solving is working non-routine, heuristic-based problems. Many students are not provided with effective instruction and often grow frustrated and dislike math. Through the integration of George Polya's 4-step method and a comprehensive Web 2.0 tool, glogs, students could potentially improve their non-routine problem solving skills. This action research study made an original contribution to the computing technology in education field through a classroom implementation and phenomenological evaluation of glogs as virtual graphic organizers to assist with solving non-routine problems. Employing a qualitative, phenomenological research method for collecting and analyzing data, the researcher utilized both interviews and document analyses. The data was used to determine how students used Polya's 4-step process to assist with solving non-routine mathematics problems in glogs. The results will provide the teacher researcher and other educational professionals with information on the effectiveness of utilizing glogs to assist students with solving these challenging, non-routine problems in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01