Problem-Based Instruction in Mathematics and Its Impact on the Cognitive Results of the Students and on Affective-Motivational Aspects

Autor/inn/en	Cotic, Mara; Zuljan, Milena Valencic
Titel	Problem-Based Instruction in Mathematics and Its Impact on the Cognitive Results of the Students and on Affective-Motivational Aspects
Quelle	In: Educational Studies, 35 (2009) 3, S.297-310 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Experimental Groups; Mathematics Curriculum; Curriculum Development; Elementary School Students; Student Attitudes; Professional Training; Educational Change; Mathematics Instruction; Conventional Instruction; Foreign Countries; Teaching Methods; Problem Solving; Comparative Analysis; International Studies; Slovenia + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Berufliche Fachbildung; Berufliche Fortbildung; Bildungsreform; Mathematics lessons; Mathematikunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Internationaler Studiengang; Slowenien
Abstract	International studies on the knowledge of mathematics at the generalist-class teaching level have indicated that Slovene students are quite skilled at computations, but have difficulties solving mathematical problems. This finding stimulated us to create a problem-based instruction model. We wanted to find out whether the students in the experimental group, who received problem-based instruction, would display greater ability in solving difficult mathematical problems compared to the group receiving conventional instruction. We were also interested in the students' attitude towards mathematics. We formulated the experimental factor--problem posing and solving as the key math-teaching activity--broadened the conventional mathematical problem by introducing into it several other types of problems and strategies of their solving. The efficiency of the model created was tested on a sample of 179 nine-year-old students. The results of the study are useful for the preparation of mathematics curriculum reform and important for the authors of maths materials for teachers and students. The research findings are of great value in the undergraduate education of teachers, as well as for qualified and practicing teachers and their further and regular professional training. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10