The purpose of this work-in-progress paper is to explore the learners' interactions with task narratives in a Game-Based Learning (GBL) environment for math problem-solving. We present a qualitative case study to ...
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ISBN:
(纸本)9781734899504
The purpose of this work-in-progress paper is to explore the learners' interactions with task narratives in a Game-Based Learning (GBL) environment for math problem-solving. We present a qualitative case study to demonstrate how the learners interact with task narratives in a GBL environment for math problem-solving. Three preliminary patterns were identified: (1) narrative immersion mediated math problem-solving;(2) task narratives and the game world afforded cognitive connection for math problem-solving;(3) narrative structure influenced math problem-solving. Implications and future directions are discussed.
A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting oil solving mental multiplication problems while controlling for mathematical background kno...
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A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting oil solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency, hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problemsolving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested. (C) 2007 Elsevier Inc. All rights reserved.
In this paper I use the conceptual change theoretical framework, in order to describe and evaluate the productivity of teacher's in-situ support to Situational misconceptions. I illustrate a case in which two stud...
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The hardship students face when beginning to problem solve can lessen motivation and confidence in their programming ability. An initial mitigation step is to explore students' mindsets when first approaching a pr...
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ISBN:
(纸本)9798400710384
The hardship students face when beginning to problem solve can lessen motivation and confidence in their programming ability. An initial mitigation step is to explore students' mindsets when first approaching a programming task, and distinguish between correct/incorrect models of problem-solving. This will help researchers and instructors realize what methods and tools can scaffold students' problem-solving skill development in programming classrooms. Our goal is to uncover this information by investigating successful problem-solving approaches across the computing and math domains, and exploring whether it is possible to transfer a successful approach from math to the computing domain. We also explore whether students can apply a successful problem-solving strategy, such as problem decomposition, after being reminded or taught that such a strategy exists. We conducted an exploratory qualitative study with high-school students solvingmath and programming problems. Our data analysis reveals a number of problem-solving strategies in both programming and math, highlights their differences, and demonstrates the transfer problem-solving benefits across domains. We also found that simply instructing students how to apply a problem-solving strategy does not ensure its application. Overall, this research highlights the need to design tools that teach students how to apply successful problem-solving strategies.
In this study, we explore the application of process mining techniques on assessment log data to explore problem-solving strategies in Algebra. By analyzing sequences of student activities, we demonstrate the signific...
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In this study, we explore the application of process mining techniques on assessment log data to explore problem-solving strategies in Algebra. By analyzing sequences of student activities, we demonstrate the significant potential of process mining in identifying problem-solving strategies that lead to successful and unsuccessful outcomes. Our findings reveal that students who successfully solve the problem tend to follow one of three structured strategies, displaying a systematic process in filling the boxes of a Pascal's triangle. Conversely, those who falter often start with a correct strategy but deviate by inserting incorrect values, especially in central boxes. Further analysis provides insights into the strategies and potential misconceptions among students from various disability groups. Notably, autistic students exhibit unique patterns, such as initiating the solution from the triangle's right side, contrary to the common left-to-right strategy, and consistently applying this approach even when errors occur.
Three studies examine a novel pathway by which the perseverance component of the personality traitgritmight predict college students' behavioral persistence when solving challenging mathproblems. Specifically, we...
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Three studies examine a novel pathway by which the perseverance component of the personality traitgritmight predict college students' behavioral persistence when solving challenging mathproblems. Specifically, we focus on the intervening role of what we refer to asmath-specific self-perceptions of perseverance, which captures students' perceived tendency and ability to persevere on challenging mathproblems. Across studies, we found that this math-specific construct was correlated with behavioral math persistence, whereas the domain-general perseverance component of grit was not. Despite there being no correlation between one's general perceptions of perseverance and behavioral persistence on mathproblems, we consistently found significantindirecteffects of general perceptions through math-specific perceptions of perseverance. That is, in all three studies, grittier students viewed themselves as more capable of persevering on challenging mathproblems, which ultimately predicted their behavioral persistence at a later time point.
Background math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. Ai...
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Background math is a difficult subject with which many upper middle-school students struggle. In addition to knowledge, skills, and motivation, effective learning strategies play an important role in learning math. Aims This study aimed to examine the effects of comprehension-oriented learning strategies (perceptual and abstract grouping of material) - together with math self-concept, task-persistent learning behaviour, earlier math skills, reasoning abilities, and reading comprehension - on solvingmathematical calculation and word problems at the end of middle school. Sample The sample consisted of 231 students (50% boys;mean age in Grade 9 = 15.55 years) from 16 schools and 31 classrooms in Estonia. Methods Students were tested twice - once at the end of Grade 6 and once at the end of Grade 9. Calculation and problem-solving skills were assessed at both time points. math self-concept, teacher-rated task persistence, reasoning abilities, and reading comprehension were assessed in Grade 6. Learning strategies were assessed using a word-memorization task in Grade 9. Multiple regression analysis was used. Results and Conclusions Applying abstract (but not perceptual) grouping was related to higher calculation and problem-solving skills. math skills were persistent over time, and calculation and problem-solving skills mutually affected each other. math self-concept, task persistence, and reading comprehension had a positive effect on problem-solving but not calculation skills. The study noted deficient use of comprehension-oriented strategies at the end of middle school, suggesting that more attention should be paid to teaching and discussing such learning strategies. These findings suggest that students' math skills may be enhanced by supporting metacognitive awareness and use of comprehension-oriented learning strategies.
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