A Study on Grade 11 Students'' Problem Solving Process on Linear Programming

• Main Authors: Chia-Huang Hsu, 徐家煌
• Other Authors: Shuk-Kwan, Susan, Leung
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/66d2tw

碩士 === 國立中山大學 === 教育研究所 === 107 === This study analyzes high school students’ problem-solving processes, problem-solving strategies, and factors for success/failure in solving problems in linear programming (LP) using Schoenfeld’s (1985) time-line representation (Read, Analyze, Explore, Plan, Implement, Verify) for analyzing a mathematical problem-solving process. The problem set included 3 test questions on linear programming with validity checked by experts. Three high school students in Kaohsiung City (high, medium and low levels) were participants, and they were guided to participate in thinking aloud and post think aloud interviews. After the participants finished answering the provided questions, the researcher transcribed the contents of thinking aloud into protocols, and completed reliability check on analyzing the protocols. There are three research findings. First, only one student did not exhibit Verification stage [V] when answering one of the questions, all other students’ linear programming problem-solving processes are in accordance with the six stages of problem-solving processes given in Schoenfeld (1985). Second, two strategies (Vertex, Parallel Lines) were found in pilot study and main study. However, the use of linear programming problem-solving strategy may be influenced by the instructor. When the teachers used the vertex method in teaching, the participants also used the vertex method when answering. Third, the main factors affecting students’ success or failure in solving LP problems required not only subject matter knowledge, but also students problem-solving ability, and competence in reading questions, calculation and students'' problem-solving behaviors. Suggested future studies are different modules in high school or students from different classes. In terms of pedagogical implications and suggestions, teachers should focus on students'' reading, analytical and planning skills, and focus on solving processes rather than just checking the correct answers. In addition, teachers can develop students'' ability to calculate and self-verify, thus reducing the error rate, and enabling students'' to do self-correction process immediately or share ideas with others, which is in alignment with the spirits of the recent curriculum standards.