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Master’s of Occupational Therapy Student Perceptions of Creative Thinking Across the Academic Program
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In: The Open Journal of Occupational Therapy (2017)
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| 83 |
Laboratory Instrumentation: An Exploration of the Impact of Instrumentation on Student Learning
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In: Chemistry Faculty Publications and Presentations (2016)
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| 84 |
Collaborative Robotics, More Than Just Working in Groups: Effects of Student Collaboration on Learning Motivation, Collaborative Problem Solving, and Science Process Skills in Robotic Activities
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In: Boise State University Theses and Dissertations (2016)
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| 85 |
КОНЦЕПТ «ПСИХОЛОГО-ПОЗНАВАТЕЛЬНЫЙ БАРЬЕР» В НАУЧНО-ПСИХОЛОГИЧЕСКОМ ДИСКУРСЕ
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| 86 |
Processing coping methods in expressive essays about stressful experiences: Predictors of health benefit.
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In: Journal of health psychology, vol 21, iss 6 (2016)
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| 87 |
The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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| 90 |
Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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| 91 |
Preservice Teacher Learning to Help ELS Understand Mathematical Problems
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In: Education Conference Presentations, Posters and Proceedings (2016)
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| 92 |
Global Engagement: Problem Solving and Information Exchange
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In: ETSU Faculty Works (2016)
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| 93 |
Teaching Problem Solving and Critical Thinking Skills in an Inclusion Classroom
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In: Senior Honors Theses (2016)
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| 94 |
Assessing the Value of Structured Analytic Techniques in the U.S. Intelligence Community
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| 95 |
Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers
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In: FIU Electronic Theses and Dissertations (2016)
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Abstract:
The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments. The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over a period of 6 weeks. Garofalo and Lester’s framework which renamed Polya’s phases into orientation, organization, execution, and verification, was used to look at the metacognitive behaviors students used. The participants included 67 students enrolled in four third grade classes, who were English language learners and English speakers. This research followed a quasi-experimental design, with a treatment group and a control group. A one-way repeated ANOVA was used to analyze the data. The findings showed no significant difference between the mathematics achievement scores of treatment and control. However, growth trends in achievement scores revealed that the treatment group scores were increasing faster than the control group scores across the four tests during the 6-week study. Moreover, significant differences were found between the treatment and the control groups when the problem solving with metacognitive behaviors scores were analyzed. Descriptive statistics showed the frequency of occurrence of each of the problem solving phases increased steadily across the four tests for the students in the treatment group. During the posttest, 100% of treatment group students wrote about metacognitive behaviors they used during the orientation and organization phases, 91.4% wrote about their metacognition for executing the solution, and 80% wrote about the verification process they followed. These findings are useful to education professionals who are interested in creating programs for teaching mathematics at the elementary level that include effective problem solving practices. This evidence-based method may be adopted in school districts with large populations of ELLs in order to assist these students when solving problems in mathematics.
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Keyword:
and Research; Curriculum and Instruction; Educational Assessment; Educational Methods; elementary education; Elementary Education and Teaching; ELLs; Evaluation; mathematics; metacognitive behaviors; one-way repeated measures ANOVA; Other Teacher Education and Professional Development; problem solving; quasi-experimental design; Science and Mathematics Education; Teacher Education and Professional Development; third graders; writing in mathematics
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URL: https://digitalcommons.fiu.edu/etd/2719
https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=4025&context=etd
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| 96 |
Resolução de problemas matemáticos verbais e estratégias de compreensão textual
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| 97 |
Effects of Peace Education and Grace and Courtesy Education on Social Problem-Solving Skills and Social Awareness
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In: Masters of Arts in Education Action Research Papers (2016)
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| 98 |
The Effects of Inquiry Based Practices on Students Problem Solving Competence
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In: Masters of Arts in Education Action Research Papers (2016)
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| 99 |
Language difficulties that affect the resolution of problems ; Dificultades del lenguaje que influyen en la resolución de problemas
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In: Enseñanza & Teaching: Interuniversity Journal of Didactic; Vol. 34 No. 2 (2016); 17-42 ; Enseñanza & Teaching: Revista Interuniversitaria de Didáctica; Vol. 34 Núm. 2 (2016); 17-42 ; 2386-3927 ; 2386-3919 ; 10.14201/et2016342 (2016)
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