Investigating the Impacts of a Mathematics Word Problem Intervention on Student Perseverance, Solving Accuracy, and Self-Efficacy
出版項
2021
說明
1 online resource (160 pages)
文字
text
無媒介
computer
成冊
online resource
附註
Source: Dissertations Abstracts International, Volume: 82-12, Section: A
Advisor: Anderson, Janice;Baker, Katherine
Thesis (D.E.)--The University of North Carolina at Chapel Hill, 2021
Includes bibliographical references
Mathematical literacy and numeracy are critical for students during school and post-graduation, however, many U.S. students do not develop the mathematical skillset needed for college or the workplace, despite curricular importance placed on solving problems encountered in mathematics classrooms and spaces. Part of this skillset for critical thinking and analysis is the ability to successfully interpret and solve word problems. In an effort to increase proficiency in mathematics, through improving word problem solving ability, a schema- and cognitive-based intervention, Solve It!, was implemented with students, who historically performed below average on state assessments, enrolled in year-long Math I in a diverse, large, urban high school. The purpose of this study was to measure the effectiveness of the Solve It! instructional approach and in turn the usefulness of a schema- and cognitive-based mathematics word problem solving intervention for improvement in ability through accuracy, perseverance, and self-efficacy.This study employed a nonequivalent control group quasi-experimental design. Correlation and ANCOVA were used to assess effectiveness of Solve It!. The data collected were quantitative and included: student pre- and post-intervention test scores and maintenance test scores three months post-intervention to measure solution accuracy, teacher-monitored checklists to measure student problem-solving perseverance, and student scale survey results reporting self-efficacy. The student participants were compared to peers who were also in year-long Math I classes but not introduced to Solve It!. Data analysis showed that students who received the Solve It! intervention did not have statistically significant gains in accuracy as compared to students without the intervention. Significant correlation was not found between student perseverance and solution accuracy nor between student self-efficacy and solution accuracy while using the intervention. However, a significant correlation was found between perseverance and self-efficacy in both the control and intervention classes. Additionally, students who received the intervention had higher gains in accuracy, perseverance, and self-efficacy than those who did not receive the intervention. While these gains were not statistically significant the findings offer insight into why a schema- and cognitive-based word problem instructional methods may be employed in the mathematics classroom
Electronic reproduction. Ann Arbor, Mich. : ProQuest, 2021
