The influence of cognitive abilities on mathematical problem solving performance
Başlık çevirisi mevcut değil.
- Tez No: 401288
- Danışmanlar: DR. C. JUNE MAKER
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2013
- Dil: İngilizce
- Üniversite: The University of Arizona
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 117
Özet
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Özet (Çeviri)
Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. Multiple regression analyses were performed to predict students' problem solving performance. Intelligence, creativity, memory, knowledge, reading ability, verbal ability, spatial ability, and quantitative ability constituted independent variables whereas mathematical problem solving performance scores in closed and open-ended problems were the dependent variables. The author found that mathematical problem solving performance (MPSP) in closed problems was correlated significantly with cognitive variables including mathematical knowledge, quantitative ability, verbal ability, general intelligence, general creativity, and spatial ability. However, MPSP in closed problems was not correlated at a significant level with working memory and reading ability. Similarly MPSP in open-ended problems was correlated significantly with several cognitive abilities including verbal ability, general creativity, spatial ability, mathematical knowledge and quantitative ability. However, MPSP in open-ended problems was not correlated significantly with working memory, reading ability, and general intelligence. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
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