東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

Problem Solving Strategies and Metac...

Java, Lorena Aguelo,

FindBook

Google Book

Amazon

博客來

Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School // Lorena Aguelo Java.
作者:	Java, Lorena Aguelo,
面頁冊數:	1 electronic resource (76 pages)
附註:	Source: Masters Abstracts International, Volume: 83-12.
Contained By:	Masters Abstracts International83-12.
標題:	Gifted children. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29123286
ISBN:	9798802795668

Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School /
Java, Lorena Aguelo,

Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School /Lorena Aguelo Java. - 1 electronic resource (76 pages)

Source: Masters Abstracts International, Volume: 83-12.

This study is conducted to investigate if the designed four-step method strategy (GEAR strategy adapted from Polya, 1973) in solving math problems has improved students' performance scores and enhanced the metacognitive skills of gifted students. The respondents of this study include middle school gifted students who took math eight course in the school year 2013-2014 at Westdale Middle School in East Baton Rouge Parish School System. There are four classes of math eight gifted students who participated in the study. The classes were chosen randomly for experimental and controlled group and were equalized on the basis of the pre-test results of the Module 1 Edusoft Test and the Metacognitive Activities Inventory (MCAI) questionnaire form. During the 4-week period, the experimental group received GEAR strategy while the controlled group used any method they had learned in solving math word problems systematically or nonsystematical way. After the 4-week training period, the results of paired-sample t-test showed that the experimental group's post-test scores on Module 2 Edusoft test have increased but not overwhelmingly, however, there is a significant difference of their MCAI post-test. The results imply that GEAR strategy does affect the metacognitive skills of middle school gifted students in problem solving and creates a marginal improvement on their classroom performance. This study provides the discussions, implications, and suggestions.

English

ISBN: 9798802795668Subjects--Topical Terms:

636647
Gifted children.

Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School /
LDR:02766nmm a22003853i 4500 001 2437017
005 20251119142624.5
006 m o d
007 cr|nu||||||||
008 261011s2014 miu||||||m |||||||eng d
020 $a 9798802795668
035 $a (MiAaPQD)AAI29123286
035 $a (MiAaPQD)Louisianagradschool_theses-2871
035 $a AAI29123286
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Java, Lorena Aguelo, $e author. $3 3827879
245 1 0 $a Problem Solving Strategies and Metacognitive Skills for Gifted Students in Middle School / $c Lorena Aguelo Java.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2014
300 $a 1 electronic resource (76 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-12.
500 $a Advisors: Harhad, Ameziane.
502 $b M.S. $c Louisiana State University and Agricultural & Mechanical College $d 2014.
520 $a This study is conducted to investigate if the designed four-step method strategy (GEAR strategy adapted from Polya, 1973) in solving math problems has improved students' performance scores and enhanced the metacognitive skills of gifted students. The respondents of this study include middle school gifted students who took math eight course in the school year 2013-2014 at Westdale Middle School in East Baton Rouge Parish School System. There are four classes of math eight gifted students who participated in the study. The classes were chosen randomly for experimental and controlled group and were equalized on the basis of the pre-test results of the Module 1 Edusoft Test and the Metacognitive Activities Inventory (MCAI) questionnaire form. During the 4-week period, the experimental group received GEAR strategy while the controlled group used any method they had learned in solving math word problems systematically or nonsystematical way. After the 4-week training period, the results of paired-sample t-test showed that the experimental group's post-test scores on Module 2 Edusoft test have increased but not overwhelmingly, however, there is a significant difference of their MCAI post-test. The results imply that GEAR strategy does affect the metacognitive skills of middle school gifted students in problem solving and creates a marginal improvement on their classroom performance. This study provides the discussions, implications, and suggestions.
546 $a English
590 $a School code: 0107
650 4 $a Gifted children. $3 636647
650 4 $a Metacognition. $3 521861
650 4 $a Education. $3 516579
650 4 $a Gifted education. $3 3172499
650 4 $a Middle school education. $3 969762
690 $a 0515
690 $a 0445
690 $a 0450
710 2 $a Louisiana State University and Agricultural & Mechanical College. $e degree granting institution. $3 3771841
720 1 $a Harhad, Ameziane $e degree supervisor.
773 0 $t Masters Abstracts International $g 83-12.
790 $a 0107
791 $a M.S.
792 $a 2014
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29123286