Think before You Act: Thinking Time Contributes to Math Problem-Solving Efficiency

Autor/inn/en	Chan, Jenny Yun-Chen; Sawrey, Katharine; Hulse, Taylyn; Ottmar, Erin
Titel	Think before You Act: Thinking Time Contributes to Math Problem-Solving Efficiency
Quelle	(2020), (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Mathematics Anxiety; Algebra; Problem Solving; Web Based Instruction; Instructional Effectiveness; Teaching Methods; Self Efficacy; Time Management; Thinking Skills; Efficiency; Knowledge Level; Grade 9; Goal Orientation; Prediction + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Web Based Training; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Zeitmanagement; Denkfähigkeit; Effectiveness; Effektivität; Wirkungsgrad; Wissensbasis; School year 09; 9. Schuljahr; Schuljahr 09; Zielorientierung; Zielvorstellung; Vorhersage
Abstract	This study examined if and how thinking time, defined as the time from the start of the problem to the students' first action to solve, influences their problem-solving efficiency, defined as the number of steps taken to solve the problem, using Graspable Math, a web-based mathematical tool. We found that: (1) students who took longer to think about the problems solved individual problems with fewer steps; (2) thinking time significantly predicted step efficiency above and beyond students' algebra knowledge or their affective disposition towards mathematics; and (3) the relation between thinking time and step efficiency was not moderated by students' knowledge in algebra, math self-efficacy, or math anxiety. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01