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Identifier	Thesis 1623
Author	Rugani, Thomas R
Title	A study of problem solving and its effect on computational efficiency / Thomas R. Rugani
Publisher	Central Connecticut State University
Date	2000
Resource Type	Master's Thesis
Notes	Mathematical problem solving is a complicated process involving many components. Here, an historical overview of the study of the effect of problem solving instruction is presented. The roles of contributing factors, such as the students' computational ability, reading ability, language processing ability, and their relation to problem solving ability are examined. This study compares two instructional strategies to determine the effects of problem solving instruction on computational efficiency and discusses implications for instruction in the United States. Learning disabled as well as non-disabled students are included. To conduct this study, timed basic facts pretests and problem solving pretests were administered to seventy five fourth grade students in an urban elementary school. Twenty five students scored 90% accuracy or higher on both pretests. Those students were excluded from the study. The remaining fifty students were divided randomly into two groups: a basic facts group and a problem solving group. Students in the basic facts group were required to memorize, by rote, basic addition and subtraction facts over a three week period. During the same three week period, students in the problem solving group were taught and required to memorize basic addition and subtraction facts through problem solving for understanding. At the end of the three week period, all students were administered a basic facts test and a problem solving test. A statistical analysis was performed on the results of these tests. Students in the problem solving group performed statistically better on the problem solving test as compared to students in the basic facts group. No statistical difference was shown between the two groups on the basic facts test. Results show that computational efficiency is not compromised when students learn the facts within a conceptual framework. Additionally, the experimental group showed significantly greater ability in problem solving.
Subject	Problem solving -- Education (Elementary) Mathematics -- Study and teaching (Elementary)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	48116778
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