Using the Pythagorean Theorem in a Contextualized Problem.

Autor/in	Schroeder, Thomas L.
Titel	Using the Pythagorean Theorem in a Contextualized Problem.
Quelle	(1993), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Context Effect; Foreign Countries; Geometry; Grade 10; Heuristics; High School Students; High Schools; Interviews; Mathematical Applications; Mathematics Education; Metacognition; Problem Solving; Qualitative Research; Trigonometry; Word Problems (Mathematics) + Suchen Sie Ihr Suchwort? Ausland; Geometrie; Heuristik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interviewing; Interviewtechnik; Angewandte Mathematik; Innermathematische Anwendung; Mathematische Bildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Qualitative Forschung; Trigonometrie; Textaufgabe
Abstract	This qualitative assessment of tenth-grade students' (n=17) problem solving focused on the nature of students' thinking, their problem-solving strategies and heuristics, the mathematical approaches they selected, and the ways they monitored their own progress. The problem, presented orally and with photographs in a task-based interview, involved a sloping ramp connecting a fixed dock with a floating dock. The most direct method of solving the problem was to apply the Pythagorean theorem. There were two respects in which the context of this activity seemed to influence performance: (1) Students had difficulty translating from the given problem situation to a mathematical representation, and (2) because the problem involved right triangles, which the students had recently been studying, many students initially attempted to attack the problem using trigonometric tools, which was either inefficient or confusing. The discussion of results includes consideration of persistence in seeking a solution and cognitive monitoring of solution processes. Contains 11 references. (MKR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC