'Does Mathematics Fool Us?' A Study on Fourth Grade Students' Non-Routine Maths Problem Solving Skills

Autor/in	Ergen, Yusuf
Titel	'Does Mathematics Fool Us?' A Study on Fourth Grade Students' Non-Routine Maths Problem Solving Skills
Quelle	In: Issues in Educational Research, 30 (2020) 3, S.845-865 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Grade 4; Elementary School Students; Problem Solving; Mathematics Instruction; Case Studies; Mathematics Achievement; Middle Class; Student Attitudes; Reading Processes; Learning Strategies; Comparative Analysis; Content Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Problemlösen; Mathematics lessons; Mathematikunterricht; Case study; Fallstudie; Case Study; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mittelschicht; Schülerverhalten; Leseprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inhaltsanalyse; Ausland; Türkei
Abstract	This study used a holistic multi-case research design to investigate fourth-grade students' skills for solving non-routine mathematics problems. The participants were three 4th grade students (primary school) with low, moderate and high achievement in mathematics respectively, who were educated in the same class at a state school of middle socio-economic level in north-east Turkey. They were selected through a maximum diversity sampling method. Data were collected using a clinical interview technique, via a form consisting of four non-routine problems, developed by the researcher, and were analysed via a content analysis procedure. Findings reveal that participants did not use strategies that can be used during reading problems; although all three students performed the arithmetic operations correctly, they could not reach the correct result in their first stage in both problems; they only checked the accuracy of the result on arithmetic operations. [This study was presented as an oral presentation at the 17th International Primary Teacher Education Symposium.] (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01