The Effect of Visuals on Non-Routine Problem Solving Success and Kinds of Errors Made When Using Visuals

Autor/inn/en	Ulu, Mustafa; Akar, Cüneyt
Titel	The Effect of Visuals on Non-Routine Problem Solving Success and Kinds of Errors Made When Using Visuals
Quelle	In: Educational Research and Reviews, 11 (2016) 20, S.1871-1888 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Problem Solving; Elementary School Students; Grade 4; Mathematics; Mathematics Education; Mathematics Instruction; Academic Achievement; Interviews; Foreign Countries; Comparative Analysis; Achievement Tests; Word Problems (Mathematics); Difficulty Level; Test Items; Correlation; Thinking Skills; Visualization; Turkey + Suchen Sie Ihr Suchwort? Problemlösen; School year 04; 4. Schuljahr; Schuljahr 04; Mathematik; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Schulleistung; Interviewing; Interviewtechnik; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Textaufgabe; Schwierigkeitsgrad; Test content; Testaufgabe; Korrelation; Denkfähigkeit; Visualisation; Visualisierung; Türkei
Abstract	This study aims at determining to what extent visuals contribute to success in non-routine problem solving process and what types of errors are made when solving with visuals. Comparative model was utilized for identifying the effect of visuals on student achievement, and clinical interview technique was used to determine the types of errors. In the study, 370 primary fourth-grade students were applied with the four non-routine problems; first in verbal form, then in visual form by changing only the numbers without changing the operational stages that should be used when solving the question. As a result, it was seen that the use of visuals decreased the number of unanswered questions by 11%, and increased the number of correctly answered questions by 12%. It was found at the end of the study that when students utilized the visuals they drew rather than the given visuals, this contributed to the problem solving achievement more. Another finding achieved in the study is that the students made errors originating from lack of knowledge, misinterpretation, incorrect structuring, incomplete structuring, and misplacement of what is given respectively. (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/journal/ERR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01