An Evaluation of a Process-Oriented Instructional Program in Mathematical Problem Solving in Grades 5 and 7
This paper provides an overview of a process-oriented instructional program and reports the results of an evaluation of that program. Twelve fifth-grade and 10 seventh-grade teachers implemented the Mathematical Problem Solving program for 23 weeks. Eleven fifth-grade and 13 seventh-grade teachers taught control classes. The experimental classes scored significantly higher than the control classes on measures of ability to understand problems, plan solution st rategies, and get correct results. Trend analyses showed different student growth patterns for the three measures of problem-solving performance. Data from interviews with teachers supported the results of the quantitative analysis and suggested that both students and teachers had changed positively with respect to attitudes toward problem solving. In addition, teachers gained confidence in their ability to teach problem solving.