Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

Autor/inn/en	Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim
Titel	Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving
Quelle	In: Investigations in Mathematics Learning, 8 (2016) 3, S.30-58 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
Schlagwörter	Educational Experiments; Grade 6; Mathematics; Mathematics Instruction; Problem Solving; Teaching Methods; Mathematics Tests; Comparative Analysis; Pretests Posttests; Mathematics Education; Middle School Students; Mathematical Logic; Mathematical Concepts; Mixed Methods Research; Intervention; Achievement Tests; Standardized Tests; State Standards; Mathematical Models; Quasiexperimental Design; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Schulversuch; School year 06; 6. Schuljahr; Schuljahr 06; Mathematik; Mathematics lessons; Mathematikunterricht; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematical logics; Mathematische Logik; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Mathematical model; Mathematisches Modell
Abstract	This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving performance and performance on a unit test were analyzed. The intervention had a positive effect on students' problem-solving performance whereas the comparison group experienced no changes. ANCOVA analyses suggest that intervention students solved more problems on the posttest than their peers, but the comparison group outperformed the intervention group on the unit test. (As Provided).
Anmerkungen	Research Council on Mathematics Learning. Web site: http://web.unlv.edu/RCML/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01