The effect of problem-posing activities on problem posing and problem solving abilities for children with difficulties in solving mathematical word problems
碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 96 === The purpose of this study was to explore whether problem-posing activities help children with difficulty solving mathematical word problems in problem posing and problem solving. This study adopted the multiple-baseline, cross-group design of single-subject res...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2008
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| Online Access: | http://ndltd.ncl.edu.tw/handle/13617083595693189235 |
| Summary: | 碩士 === 國立臺南大學 === 特殊教育學系碩士班 === 96 === The purpose of this study was to explore whether problem-posing activities help children with difficulty solving mathematical word problems in problem posing and problem solving. This study adopted the multiple-baseline, cross-group design of single-subject research. Three fourth-grade students with difficulty solving mathematical problems were chosen as research subjects. This research adopted the problem-posing test and the problem-solving test to analyze the changes in problem-posing and problem-solving abilities. The results indicated the following:
1. Problem-posing activities could improve and maintain problem-posing feasible on children with difficulty solving mathematical word problems.
2. Problem-posing activities could improve and maintain problem-posing fluency on children with difficulty solving mathematical word problems.
3. Problem-posing activities could improve and maintain problem-posing flexibility on children with difficulty solving mathematical word problems.
4. Problem-posing activities could improve and maintain problem-posing complexity on children with difficulty solving mathematical word problems.
5. Problem-posing activities could improve and maintain the ability to solve changing word problems on children with difficulty solving mathematical word problems.
6. Problem-posing activities could improve and maintain the ability to solve comparing word problems on children with difficulty solving mathematical word problems, but the effect was not as remarkable as the ability to solve changing word problems.
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