Difficulties in solving non-routine problems in mathematics learning
Problem-solving requires students to apply and incorporate many mathematical concepts and skills. However, students were found to be having difficulty solving mathematics problems, especially non-routine problems. The present study will search the student’s error in mathematics skills and cognitive...
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| Main Authors: | , , |
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| 格式: | Article |
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Hampstead Psychological Associates
2020
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| 在線閱讀: | http://eprints.utm.my/id/eprint/29831/ https://www.psychosocial.com/article/PR260327/14210/ |
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| 總結: | Problem-solving requires students to apply and incorporate many mathematical concepts and skills. However, students were found to be having difficulty solving mathematics problems, especially non-routine problems. The present study will search the student’s error in mathematics skills and cognitive abilities that caused the difficulties in non-routine problems-solving among high-achieving students. A problem-solving test (PST) that comprises six non-routine problems distributed to the 83 high-achieving students. Then, eight students with most errors in the PST were interviewed to gain a clearer understanding of how that errors influence difficulties in nonroutine problem-solving. Descriptive analyses of students’ scripts on PST and students interview revealed that visual-spatial skills and information management skills were the most critical factors that caused students failed to understand and solve the problems. |
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