東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Teaching a Structured 6-Point Proble...

Kearney, Jamie.

Linked to FindBook

Google Book

Amazon

博客來

Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?/
Author:	Kearney, Jamie.
Description:	115 p.
Notes:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
Subject:	Education, General. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536936
ISBN:	9781303062803

Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?
Kearney, Jamie.

Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence? - 115 p.

Source: Masters Abstracts International, Volume: 51-06.

Thesis (M.A.S.E.)--Caldwell College, 2013.

The idea of teaching problem solving strategies for students within the classroom was first introduced by the mathematician, George Polya, in 1945. Polya was a mathematician skilled at solving word problems and he believed that problem solving could be taught to anyone. Due to the complex nature of the problem solving process, word problems can be especially difficult for students. A structured approach to teaching word problems is the key to their success both in the classroom and in the real world. This study was structured following a six-point problem solving strategy in which students learned to identify the following: a) the questions being asked; b) important information and c) keywords. Students were also asked to do the following: a) show their work; b) provide the correct labels and c) provide detailed explanations. This approach was intended not only to organize student thoughts, but also to allow them to build confidence when completing word problems independently.

ISBN: 9781303062803Subjects--Topical Terms:

1019158
Education, General.

Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?
LDR:02562nam a2200301 4500 001 1959974
005 20140528124251.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303062803
035 $a (MiAaPQ)AAI1536936
035 $a AAI1536936
040 $a MiAaPQ $c MiAaPQ
100 1 $a Kearney, Jamie. $3 2095539
245 1 0 $a Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?
300 $a 115 p.
500 $a Source: Masters Abstracts International, Volume: 51-06.
500 $a Adviser: Edith Dunfee Ries.
502 $a Thesis (M.A.S.E.)--Caldwell College, 2013.
520 $a The idea of teaching problem solving strategies for students within the classroom was first introduced by the mathematician, George Polya, in 1945. Polya was a mathematician skilled at solving word problems and he believed that problem solving could be taught to anyone. Due to the complex nature of the problem solving process, word problems can be especially difficult for students. A structured approach to teaching word problems is the key to their success both in the classroom and in the real world. This study was structured following a six-point problem solving strategy in which students learned to identify the following: a) the questions being asked; b) important information and c) keywords. Students were also asked to do the following: a) show their work; b) provide the correct labels and c) provide detailed explanations. This approach was intended not only to organize student thoughts, but also to allow them to build confidence when completing word problems independently.
520 $a This study was completed in a 6th grade resource room setting in which there were six students. The students participated in whole group instruction for a period of five weeks in which the six-point problem solving strategy was implemented. Data were collected through teacher/researcher observations, pre- and post-treatment assessment, keyword list, daily homework assignments, weekly quizzes, student attitudinal scale, and open-ended questionnaire. Data results would indicate that students increased their confidence with regard to completing word problems independently and improved their weekly quiz rubric scores by the end of the five week study.
590 $a School code: 1446.
650 4 $a Education, General. $3 1019158
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Special. $3 606639
690 $a 0515
690 $a 0280
690 $a 0529
710 2 $a Caldwell College. $b Division of Education. $3 1019268
773 0 $t Masters Abstracts International $g 51-06(E).
790 $a 1446
791 $a M.A.S.E.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536936