A Study of Math Problem-Solving Performance of High and Low-Abilities Students Applying the Polya’s Solving Model in an Elementary School

• Main Authors: Mei-Lan Hou, 侯美蘭
• Other Authors: Fei-Chuan Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/35413281341348795927

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 99 === This study aims to examine the effects of Polya’s solving strategy for mathematics teaching on elementary school students in terms of their mathematics problem-solving performance. The subjects were 28 3th-graders students of Sunrise Elementary School in Yunlin County. The mathematics teaching program covered twelve courses and 40 minutes each course.The students are taught in Polya’s solving strategy for mathematics. Data was collected from their examinations as well as in depth interviews of three high- ability and three low- ability students. Teachers were surveyed to understand the mathematics problem-solving performance when appling Polya’s solving Strategy for the high-ability and low-ability students in order to determine the limits and solvings of appling this method. Mathematics learning achievement tests were conducted to measure the students’ academic gains. The major research findings are as follows The mathematics problem-solving performance of appling Polya’s Solving Strategy for the high-abilities: 1. In understanding the problem strategy: the high-abilities can know what the question is asked and know the unknown condiction and the given condiction. 2.In devising a plan strategy: the prograss in drawing to get a plan is more evident. 3. In carrying out the plan strategy: the high-abilities can solve problems if given hints to guide them at each step in plan. 4. In looking back strategy:the students did worst in this strategy but made obvious progress in looking back after using Polya’s solving strategy for mathematics teaching. The mathematics problem-solving performance of appling Polya’s solving strategy for the low-abilities: 1. In understanding the problem strategy: the prograss in understanding the problem is most obvious. 2. In devising a plan strategy: the prograss in drawing to get a plan is more obvious. 3. In carrying out the plan strategy: they must strengthen calculating ability and unit conversion ability. 4. In looking back strategy: the students did worst in this strategy but made obvious progress in looking back after Polya’s solving strategy for mathematics teaching. The limits to put into practice and the method to cope with Polya’s Solving Strategy is affected by time、language ability、logical thinking、calculating ability and unit conversion ability,so the teachers must plan the teaching schedule、strengthen language ability、train logical thinking、enhance calculating ability and unit conversion.