The study of investigating the problem-solving strategies and processes of sixth grade elementary school talented students in word problems of unit factors and multiple.

• Main Authors: Sung-Po Liu, 劉松柏
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/46530443741575627963

碩士 === 國立屏東教育大學 === 數理教育研究所 === 99 === This study investigated the problem-solving strategies and processes of sixth grade talented elementary school student in word problems of unit factors and multiple. The study subjects consist of four sixth grade talented students from some elementary school in Kaohsiung. Research tools were tested by the researcher himself. Data collection included the record of problem-solving and the content of semi-structured interviews in talented students. The problem-solving strategies are induced from the recorded data of problem-solving, while the content of semi-structured interviews was analyzed according to problem-solving six stages of Schoenfeld. The results of the research have indicated that there are ten kinds of problem-solving strategies: Extrapolates the possibility, Multiple determine method, Inductive method, Find the regularity, Compared with sequence relations, Direct-viewing supposition, Direct-viewing cognition, List the factors, Attempt digit grouping, and Integer factorization. And among them, five most commonly used strategies included Attempt digit grouping, Integer factorization, Find the regularity, Multiple determine method, and Inductive method. They are topical and basic. The other five methods, although less commonly used, do apply toward special cases; some even appear as effective and creative solutions. Moreover, the most important stages of the problem-solving processes were Analysis and Exploration. Five most commonly appeared stages included Reading, Analysis, Exploration, Planning, and Implementation. Seldom appeared was the Verification stages. (Sometimes students were not able to verify due to topical problems.) Few talented students have the complete six stages appeared during the problem-solving process. While other few talented students have not appeared on analysis and exploration stages at all, causing stage skipping during the problem-solving processes.