ERIC Number: EJ839227
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0885-2014
EISSN: N/A
Learning New Problem-Solving Strategies Leads to Changes in Problem Representation
Alibali, Martha W.; Phillips, Karin M. O.; Fischer, Allison D.
Cognitive Development, v24 n2 p89-101 Apr-Jun 2009
Children sometimes solve problems incorrectly because they fail to represent key features of the problems. One potential source of improvements in children's problem representations is learning new problem-solving strategies. Ninety-one 3rd- and 4th-grade students solved mathematical equivalence problems (e.g., 3+4+6=3+__) and completed a representation assessment in which they briefly viewed similar problems and either reconstructed each problem or identified it in a set of alternatives. Experimental groups then received a lesson about one or both of two solution strategies, the equalize strategy and the add-subtract strategy. A control group received no instruction. All children completed posttest assessments of representation and problem solving. Children taught the equalize strategy improved their problem representations more than those not taught it. This pattern did not hold for the add-subtract strategy. These results indicate that learning new strategies is one source of changes in problem representation. However, some strategies are more effective than others at promoting accurate problem representation. (Contains 4 tables and 4 figures.)
Descriptors: Experimental Groups, Control Groups, Problem Solving, Learning Strategies, Pretests Posttests, Elementary School Students, Grade 3, Grade 4, Children, Mathematics Instruction, Computation, Teaching Methods, Cognitive Development
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A