ERIC Number: ED041623
Record Type: RIE
Publication Date: 1970-Mar
Reference Count: 0
Problem Solving Performances of First Grade Children.
Steffe, Leslie P.; Johnson, David C.
This study examined differential performances among groups (categories) of first grade children when solving eight different types of arithmetical word problems under two distinct experimental conditions. The categories of children were actually 4 ability groups: (1) low quantitative comparison scores and low IQ (Lorge-Thorndike IQ Test), (2) low quantitative comparison scores and high IQ, (3) high quantitative comparison scores and low IQ, and (4) high quantitative comparison scores and high IQ. The 111 children who filled these categories were given a 48-item problem solving test, with six problems from each of the eight types presented in a randomized sequence. Half of the children in each ability group were randomly assigned to the condition of no manipulatable objects, while the other half were provided with manipulatable objects referred to in the problems and were allowed to use them any way they wanted to help solve the problems. Analysis of the data revealed that IQ was not a significant factor, that Problem Condition was significant, that there was a significant interaction due to Quantitative Comparisons and Problem Conditions for one problem type, and that there were significant main effects due to Problem Conditions for the remaining seven problem types. There was also a significant main effect due to Quantitative Comparisons for one of the remaining seven problem types. (MH)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Cooperative Research Program.
Authoring Institution: Georgia Univ., Athens. Research and Development Center in Educational Stimulation.
Note: Paper presented at the annual meeting of the American Educational Research Association, Minneapolis, Minnesota, March, 1970