RELATIONSHIP OF ARITHMETIC PROBLEM SOLVING AND REFLECTIVE-IMPULSIVE COGNITIVE STYLES IN THIRD-GRADE STUDENTS

Different individuals approach mathematical problems in a variety of ways, with these different approaches also reflected in over-all cognitive styles. This investigation had two purposes, first, to determine whether good and poor arithmetic problem solvers differ substantially in cognitive style, and second, to determine whether the students, after training in techniques of solving arithmetic problems, improve their performance with no significant change in cognitive style. A total of 98 third graders participated (mean age 8.1 yr.; 50 boys, 48 girls). The Matching Familiar Figure Test was used to classify the students by cognitive style as either Reflective or Impulsive. Students also were given training with different problem-solving exercises for different arithmetic problems. The training program in problem-solving strategies did not improve performance on arithmetic problems for Reflective students; however, Impulsive students' performance did improve after training.

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Enhancing mathematical problem solving among third-grade students with schema-based instruction.

Journal of Educational Psychology ◽

10.1037/0022-0663.96.4.635 ◽

2004 ◽

Vol 96 (4) ◽

pp. 635-647 ◽

Cited By ~ 45

Author(s):

Lynn S. Fuchs ◽

Douglas Fuchs ◽

Karin Prentice ◽

Carol L. Hamlett ◽

Robin Finelli ◽

...

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Third Grade ◽

Mathematical Problem Solving ◽

Third Grade Students ◽

Based Instruction

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فاعلية استخدام إستراتيجية سكامبر SCAMPER في تدريس مادة التربية الأسرية لاكتساب التحصيل المعرفي وتنمية مهارات حل المشكلات لدى طالبات الصف الثالث المتوسط = The Effectiveness of Using SCAMBER Strategy (SCAMPER) in Teaching Family Education to Acquire the Achievement of Knowledge and the Development of Problem-Solving Skills the Average Third - Grade Students

Journal of Education ◽

10.12816/0043551 ◽

2017 ◽

pp. 323-417

Author(s):

فاطمة عاشور توفيق

Keyword(s):

Problem Solving ◽

Family Education ◽

Third Grade ◽

Problem Solving Skills ◽

Third Grade Students

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Learning to Solve Problems in Primary Grades

Teaching Children Mathematics ◽

10.5951/tcm.14.7.0426 ◽

2008 ◽

Vol 14 (7) ◽

pp. 426-432

Author(s):

Phyllis Whitin ◽

David J. Whitin

Keyword(s):

Problem Solving ◽

Risk Taking ◽

Classroom Environment ◽

Primary Grades ◽

Third Grade ◽

Habits Of Mind ◽

Mathematical Learning ◽

Third Grade Students

Problem solving lies at the heart of mathematical learning. Children need opportunities to write, discuss, and solve problems on a regular basis (NCTM 2000). The problems must incorporate grade-appropriate content and be “accessible and engaging to the students, building on what they know and can do” (Lester and Charles 2003, p. xi). Teachers also play a key role in establishing a classroom environment that encourages children to solve problems in different ways and develop habits of mind that include persistence, risk taking, and a questioning attitude (Whitin and Whitin 2003). This article describes how a class of second- and third-grade students learned to create and solve their own problems.

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