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Teaching a Structured 6-Point Proble...

Caldwell College.

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?
作者:	Kearney, Jamie.
面頁冊數:	115 p.
附註:	Source: Masters Abstracts International, Volume: 51-06.
Contained By:	Masters Abstracts International51-06(E).
標題:	Education, General.
標題:	Education, Mathematics.
標題:	Education, Special.
ISBN:	9781303062803
摘要、提要註:	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.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536936

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:

565457
Education, General.

Teaching a Structured 6-Point Problem Solving Strategy: Can it Raise Test Scores? Can it Build Confidence?
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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.
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650 4 $a Education, Special. $3 423128
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710 2 $a Caldwell College. $b Division of Education. $3 565561
773 0 $t Masters Abstracts International $g 51-06(E).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1536936

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