The Effect of Cognitive Problem Solving Strategy on Multiplication and Division Word Problems for a Underachieving Student in Mathematics

• Main Authors: Hsuan-Wen Chien, 簡萱雯
• Other Authors: Alice Chia-Hui Liu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/41735799484608192419

碩士 === 台灣首府大學 === 教育研究所 === 101 === The purpose of this study was to explore the learning effects of cognitive problem-solving strategy instruction for a mathematics underachiever on multiplication and division word problems. Single-subject analysis with multiple probe design was the main research method. The participant, who was a third-grade student with mathematics underachievement, studied in a Tainan municipal elementary school. The researcher explored the participant’s score changes in completing tasks of multiplication and division word problems, and compared his characteristics in the problem-solving process pre- and post-treatment. The cognitive problem-solving strategies adapted from cognitive strategies framework was developed by Mayer (1992). It included six steps, that is, reading the topic, marking the main points, drawing, speaking, and displaying equation and calculation. In accordance to Greer’s classification of situations involving multiplication and division problems of positive integers, the three categories of the math word problems were equal groups, multiplicative comparison, and Cartesian product. The experiment involved phases of baseline setting, teaching treatment, and maintenance. The methods of visual analysis and C-statistic were used to explore student’s performance in multiplication and division word problems. In addition, the participant accepted three working memory tests in the three phases respectively to explore the growth relationship between the performances of word-problems and working memory capacity. The results of this study were as follows: 1. After the cognitive strategy instruction, the participant successfully increased his scores on the whole and on the three types of word problems. Significantly higher was also found between the baseline, treatment and maintenance phase. 2. After the treatment was withdrawn, the participant maintained his score in the post test one week later. 3. The cognitive strategy instruction could enhance the student’s quality of problem-solving processes. 4. The correlation between the performances of word problems and working memory capacity approximated 0.83.