Dissertations / Theses on the topic 'Mathematical problem solving'
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Cheng, Elizabeth. "Cognitive styles and mathematical problem solving." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297974.
Full textYee, Sean P. "Students' Metaphors for Mathematical Problem Solving." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1340197978.
Full textKlein, Ana Maria. "Children's problem-solving language : a study of grade 5 students solving mathematical problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ64590.pdf.
Full textWalden, Rachel Louise. "An exploration into how year six children engage with mathematical problem solving." Thesis, Brunel University, 2015. http://bura.brunel.ac.uk/handle/2438/14285.
Full textWong, Man-on. "The effect of heuristics on mathematical problem solving." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834265.
Full textKlingler, Kelly Lynn. "Mathematic Strategies for Teaching Problem Solving: The Influence of Teaching Mathematical Problem Solving Strategies on Students' Attitudes in Middle School." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5381.
Full textID: 031001486; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Enrique Ortiz.; Title from PDF title page (viewed July 24, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 88-92).
M.Ed.
Masters
Teaching, Learning, and Leadership
Education and Human Performance
K-8 Math and Science
Wong, Man-on, and 黃萬安. "The effect of heuristics on mathematical problem solving." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957523.
Full textPieterse, Susan-Mari. "Teachers mediation of metacognition during mathematical problem solving." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96054.
Full textENGLISH ABSTRACT: Recent national and international assessments single problem solving out as an important but problematic factor in the current mathematical capacities of South African learners. It is evident that the problem escalates as learners progress to the Intermediate Phase. Research indicates a significant link between metacognition and successful mathematical problem solving. From a Vygotskian sociocultural perspective which formed the theoretical framework of this study, metacognition can be regarded as a higher-order function developing through interaction within social and cultural contexts known as mediation. This qualitative collective case study, informed by an interpretivist paradigm, was designed to explore and compare how Foundation and Intermediate Phase mathematics teachers mediate metacognition during mathematical problem solving. It aimed to offer a deeper understanding of the process of mediation, the complex interplay between cognition and metacognition, and how teachers differentiate the mediation process to accommodate diversity among their learners. To address this, two cases were identified involving a sample of six mathematics teachers each of an urban primary school in the Western Cape Province. The first case was Foundation Phase teachers and the second Intermediate Phase teachers. Semi-structured individual interviews, non-participant classroom observations, and semi-structured focus group interviews were used as methods to gather and triangulate data. Themes that emerged from constantly comparing the data informed the findings. The findings suggest that there are cognitive, non-cognitive and contextual factors which could influence the quality and outcomes of the mediation of metacognition during mathematical problem solving in diverse classrooms. It emphasized the significance of the active role the teacher as a more knowledgeable other plays in the mediation process. Furthermore, it underlined the importance of giving learners challenging mathematical problems requiring metacognition within their zones of proximal development. It was also found that the teacher as mediator should not only have the necessary professional knowledge and strategies, but should also consider the affective factors, perceptions and reactions of learners, during the mediation process. Keywords: metacognition, mediation, mathematical problem solving, sociocultural theory, differentiated instruction, Foundation Phase teachers, Intermediate Phase teachers.
AFRIKAANSE OPSOMMING: Onlangse nasionale en internasionale assesserings lig probleemoplossing uit as 'n belangrike, maar problematiese faktor in die huidige wiskundige prestasie van Suid-Afrikaanse leerders. Dit is duidelik dat die probleem toeneem dermate leerders na die Intermediêre Fase vorder. Navorsing toon 'n beduidende verband tussen metakognisie en suksesvolle wiskundige probleemoplossing. Vanuit 'n Vygotskiaanse sosiokulturele perspektief, wat die teoretiese raamwerk van hierdie studie gevorm het, word metakognisie as 'n hoër-orde funksie gesien wat ontwikkel deur interaksie binne die sosiale en kulturele konteks bekend as mediasie. Hierdie kwalitatiewe kollektiewe gevallestudie, ingelig deur 'n interpretivistiese paradigma, was ontwerp om te verken en te vergelyk hoe Grondslag- en Intermediêre-Fase onderwysers metakognisie tydens wiskundige probleemoplossing medieer. Dit het ten doel gehad om 'n beter begrip te bied van die proses van mediasie, die komplekse wisselwerking tussen kognisie en metakognisie en hoe onderwysers mediasie differensieer om die diversiteit van hul leerders te akkommodeer. Om dit aan te spreek was twee gevalle geïdentifiseer wat elk uit ses wiskunde-onderwysers van 'n stedelike primêre skool in die Wes-Kaap bestaan het. Een geval was Grondslagfase-deelnemers en die ander Intermediêre-Fase- deelnemers. Semi-gestruktureerde individuele onderhoude, nie-deelnemer klaskamer-waarnemings en semi-gestruktureerde fokusgroep-onderhoude was gebruik as metodes om data in te samel en te trianguleer. Temas wat ontluik het na die konstante vergelyking van data het die bevindinge ingelig. Die bevindinge het getoon dat daar kognitiewe, nie-kognitiewe en kontekstuele faktore is wat die kwaliteit en uitkomste van die mediasie van metakognisie tydens wiskundige probleemoplossing in diverse klaskamers kan beïnvloed. Die bevindinge beklemtoon die noodsaaklikheid van die aktiewe rol wat die onderwyser as die meer kundige ander speel in die mediasieproses. Verder word die belangrikheid benadruk van die daarstelling van uitdagende wiskundige probleme, wat metakognisie vereis, binne leerders se sones van proksimale ontwikkeling. Dit is ook gevind dat die onderwyser as mediator nie net oor die nodige professionele kennis en strategieë moet beskik nie, maar ook die affektiewe faktore, persepsies en reaksies van leerders in ag moet neem tydens die mediasieproses. Sleutelwoorde: metakognisie, mediasie, wiskundige probleemoplossing, sosiokulturele teorie, gedifferensieerde onderrig, Grondslagfase-onderwysers, Intermediêre Fase-onderwysers.
Petersen, Belinda. "Writing and mathematical problem-solving in grade 3." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2366.
Full textThe mathematics curriculum currently used in South African classrooms emphasises problem-solving to develop critical thinking. However, based on the local performance of South African Foundation Phase learners as well as performance in comparative international studies in mathematics, there is concern regarding their competence when solving mathematical problems and their use of meaningful strategies. This qualitative research study explores how writing can support Grade 3 learners’ mathematical problem-solving abilities. Writing in mathematics is examined as a tool to support learners when they solve mathematical problems to develop their critical thinking and deepen their conceptual understanding. The study followed a case study design. Social constructivist theory formed the theoretical framework and scaffolding was provided by various types of writing tasks. These writing tasks, specifically those promoted by Burns (1995a) and Wilcox and Monroe (2011), were modelled to learners and implemented by them while solving mathematical problems. Writing tasks included writing to solve mathematical problems, writing to record (keeping a journal or log), writing to explain, writing about thinking and learning processes and shared writing. Data were gathered through learners’ written work, field notes, audio-recordings of ability group discussions and interviews. Data were analysed to determine the usefulness of Burns’ writing methodology to support learners’ problem-solving strategies in the South African context. The analysis process involved developing initial insights, coding, interpretations and drawing implications to establish whether there was a relation between the use of writing in mathematics and development of learners’ problem-solving strategies. This study revealed an improvement in the strategies and explanations learners used when solving mathematical problems. At the end of the eight week data collection period, a sample of eight learners showed marked improvement in verbal and written explanations of their mathematical problem-solving strategies than before the writing tasks were implemented.
Santos, Trigo Luz Manuel. "College students' methods for solving mathematical problems as a result of instruction based on problem solving." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31100.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Tso, Wai-chuen. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35384347.
Full textTanner, H. F. R. "Using and applying mathematics : developing mathematical thinking through practical problem solving and modelling." Thesis, Swansea University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639162.
Full textKrawec, Jennifer Lee. "Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/455.
Full textSzabo, Attila. "Mathematical abilities and mathematical memory during problem solving and some aspects of mathematics education for gifted pupils." Doctoral thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-146542.
Full textAt the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 4: In press.
Pampaka, Maria. "Mathematical problem solving : teachers' attitudes, knowledge, beliefs and practices." Thesis, University of Manchester, 2005. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122451.
Full textTso, Wai-chuen, and 蔡偉全. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35384347.
Full textConley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.
Full textBahar, Abdulkadir. "The Influence of Cognitive Abilities on Mathematical Problem Solving Performance." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/293594.
Full textDeragisch, Patricia Amelia. "Electronic portfolio for mathematical problem solving in the elementary school." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1299.
Full textAssaf, Fatima. "Multilingual Children's Mathematical Reasoning." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30496.
Full textBernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Full textEly, David P. "Preparing Teachers to Integrate Computer Programming Into Mathematical Problem Solving." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1478266333504353.
Full textDahl, Thomas. "Problem-solving can reveal mathematical abilities : How to detect students' abilities in mathematical activities." Licentiate thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21205.
Full textMiller, Catherine Marie 1959. "Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solving." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282150.
Full textCarter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.
Full textCox, Raymond Taylor. "Mathematical Modeling of Minecraft – Using Mathematics to Model the Gameplay of Video Games." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1431009469.
Full textGaghlasian, Dikran. "Några elevers tankar kring ett klassiskt matematiskt problem. : Om problemlösningsförmåga och argumentationsförmåga – två matematiska kompetenser." Thesis, Växjö University, School of Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-922.
Full textIn this thesis we study four groups of students in grade 8, 9 and 10 when they try to solve a classical mathematical problem: Which rectangle with given circumference has the largest area? The aim of the study was too see how the students did to solve a mathematichal problem?
The survey shows that students have rather poor strategies to solve mathematical problems. The most common mistake is that students don’t put much energy to understand the problem before trying to solve it. They have no strategies. This was clearly obvious when you look at Balacheff’s theory in an article from 1988. His first, and lowest, level is called naive empiricism. Typical for that level was that the student’s efforts to solve the problem just consisted of social interaction without any direction and structure. One reason can be that the students don’t recognize mathematical laws and general concepts well enough. Another problem is that they don’t check their results. Why they don’t do this is hard to say. Earlier results indicating that one reason can be that the students don’t take tasks in school as an intellectual challenge. The just consider it like something the must do.
Marcou, Andri. "Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?" Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478925.
Full textYimer, Asmamaw Ellerton Nerida F. "Metacognitive and cognitive functioning of college students during mathematical problem solving." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128290.
Full textTitle from title page screen, viewed Dec. 9, 2004. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Norma C. Presmeg, Beverly S. Rich. Includes bibliographical references (leaves 179-191) and abstract. Also available in print.
Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
Full textIncludes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
Zhang, Pingping. "Unpacking Mathematical Problem Solving through a Concept-Cognition-Metacognition Theoretical Lens." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404764950.
Full textHeipcke, Susanne. "Combined modelling and problem solving in mathematical programming and constraint programming." Thesis, University of Buckingham, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297665.
Full textArmah, Prince Hamidu. "Teaching mathematical problem solving in Ghana : teacher beliefs, intentions and behaviour." Thesis, University of Aberdeen, 2015. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=228052.
Full textCraig, Tracy S. "Promoting understanding in mathematical problem-solving through writing : a Piagetian analysis." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/4875.
Full textMcCoy, Leah Paulette. "The effect of computer programming experience on mathematical problem solving ability." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/64669.
Full textEd. D.
Rigelman, Nicole R. "Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform." PDXScholar, 2002. http://pdxscholar.library.pdx.edu/open_access_etds/1760.
Full textCarlsen, Martin. "Appropriating mathematical tools through problem solving in collaborative small-group settings /." Kristiansand : University of Agder, Faculty of Engineering and Science, 2008. http://www.uia.no/no/portaler/aktuelt/nyhetsarkivet/disputas_elevsamarbeid_gir_matematikklaering.
Full textVincent, Jill. "Mechanical linkages, dynamic geometry software, and argumentation : supporting a classroom culture of mathematical proof /." Connect to thesis, 2002. http://eprints.unimelb.edu.au/archive/00001399.
Full textLehmann, Timothy H. "Teaching area measurement and subgoals through problem solving." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/117668/1/Timothy_Lehmann_Thesis.pdf.
Full textEdwards, Belinda Pickett. "The Interplay among Prospective Secondary Mathematics Teachers' Affect, Metacognition, and Mathematical Cognition in a Problem-Solving Context." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/63.
Full textChiu, Mei-Shiu. "Children's emotional responses to mathematical problem-solving : the roles of teaching methods and problem types." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597616.
Full textBrown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272846865.
Full textLo, Man-Hon. "Evolution optimization : solving crypto-arithmetic problems and the knapsack problem using adaptive genetic algorithms /." View Abstract or Full-Text, 2003. http://library.ust.hk/cgi/db/thesis.pl?PHYS%202003%20LO.
Full textIncludes bibliographical references (leaves 69-70). Also available in electronic version. Access restricted to campus users.
Hart, Janelle Marie. "Contextualized Motivation Theory (CMT) : intellectual passion, mathematical need, social responsibility, and personal agency in learning Mathematics /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3393.pdf.
Full textGreen, Alison Julia Katherine. "Statistical computing : individual differences in the acquisition of a cognitive skill." Thesis, University of Aberdeen, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277291.
Full textKanevsky, Inna Glaz. "Role of rules in transfer of mathematical word problems." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3223010.
Full textTitle from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).
BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.
Full textOwens, Kay Dianne, and mikewood@deakin edu au. "Spatial thinking processes employed by primary school students engaged in mathematical problem solving." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.100440.
Full textRaggi, Daniel. "Searching the space of representations : reasoning through transformations for mathematical problem solving." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22936.
Full textWares, Arsalan Jones Graham A. Cottrill James F. "Middle school students' construction of mathematical models." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064487.
Full textTitle from title page screen, viewed March 30, 2006. Dissertation Committee: Graham A. Jones, James Cottrill (co-chairs), Linnea Sennott. Includes bibliographical references (leaves 107-111) and abstract. Also available in print.