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    The Effects of the Four-Step Problem-Solving Model on Algebra I Students' Mathematical Achievement and Opinions

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    Cruce_ku_0099M_11041_DATA_1.pdf (1.148Mb)
    Issue Date
    2010-07-29
    Author
    Cruce, Marae Michelle
    Publisher
    University of Kansas
    Format
    91 pages
    Type
    Thesis
    Degree Level
    M.S.Ed.
    Discipline
    Curriculum and Teaching
    Rights
    This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
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    Abstract
    This study investigated the effects of experiences with a specific problem-solving model on students' ability to solve multi-step word problems and students' beliefs about problem solving. Algebra I students completed a test of the same 16 free response word problems and a beliefs survey before and two months after learning and using the problem-solving strategy. The overall and subscore means for the word problems post-test were higher than the pre-test means; the difference was statistically significant. Results showed that students' abilities to approach word problems improved; the data showed that the number of problems that scored two or less points on the four-point, grading rubric decreased. A Likert scale was used to gather quantitative data about four beliefs. The mean scores on the post-survey were equal to or slightly higher but not statistically significant. Responses to open-ended items on the post-survey indicated that students found the problem-solving strategy useful.
    URI
    http://hdl.handle.net/1808/6750
    Collections
    • Communication Studies Dissertations and Theses [275]
    • Theses [3828]

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    KU Libraries
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    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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