The analysis of problem solving process and strategies of fourth graders in Yun-Lin County－Arithemetic problem as example

• Main Author: 陳信源
• Other Authors: 蕭龍生
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/6fnt3x

碩士 === 國立高雄師範大學 === 數學教學碩士班 === 101 === In this study, the theme of this study, the four fundamental operations of arithmetic, was used to explore the fourth graders’ problem solving processes and strategies and the success or failure factors. The study employed methods modified according to problem-solving process model referred by Schoenfeld (1985), thinking aloud method and semi-structured interview method. The subjects were the students from the private elementary school in Yunlin County where the researcher was teaching. According to their mathematics scores of 3rd exam of the spring and fall semester, students were divided into three achievement groups- low achievement group (the lowest 27%), middle achievement group (46%), and high achievement group (the highest 27%). The six subjects with strong will and better expression ability were selected from each achievement group. The study, discussing the four fundamental operations of arithmetic of problem solving processes and strategies and the success or failure factors, will be the reference for the teaching and research in the future. The results were reported separately as follows: (1) Problem solving processes: Subjects with higher achievement could read the questions faster, had better understanding, and could combine the new questions with old experience, while the subjects from middle and low achievement groups were using more time on reading repeatedly to understand the meaning of question and were unable to get the connection with old experience. (2) Problem-solving strategies: Subjects from high achievement group were able to use the correct problem-solving strategy successfully and made less mistakes. But the subjects from the other two groups came up with disorder solving process. (3) Problem-solving success factors: Subjects with high mathematical ability could understand and analyze the meaning of the questions, master keyword phrase, and develop the correct problem-solving strategies. The subjects from middle and low achievement groups would misunderstand the meaning of question due to their own myths, or made the wrong judgment of the description, then made the mistakes.