ERIC Number: ED456040
Record Type: RIE
Publication Date: 2001-Jul
Reference Count: N/A
A Study of the Problem Solving Abilities of Seventh Grade Students Who Receive Anchored Problem Solving Instruction.
Griesser, Sara Anne
Current mathematics education emphasizes the importance of a problem solving mindset in the classroom. Students need to know how they are going to use what they are learning in real life. The purpose of this study was to determine the effect of anchored problem solving instruction on middle school students' mathematical abilities. The researcher utilized the Jasper Woodsbury videodisc series created by the Cognition and Technology Group at Vanderbilt University. The researcher also utilized traditional instructional methods. The research investigated the following areas: traditional word problem solving ability, problem formulation, and the transfer of problem solving ability to novel situations. On day one, both groups watched the first anchor video, Journey to Cedar Creek. After viewing the video, both groups took a pre-test. On days two through three, each experimental class spent one 70-minute time period solving the complex problem presented by Jasper in The Journey to Cedar Creek. On day four, the experimental groups presented their final solution to the entire class. The students then viewed the solution offered on the videodisc provided by The Cognition and Technology Group. On days two through four, the control class was instructed in unrelated-context problems of the type commonly used in mathematics textbooks using traditional teaching methods. On day five, students took a post-test (#1) consisting of unrelated-context traditional word problems. Students also took a replica of the pre-test (post-test #2). On day six, after viewing the second anchor video, "Rescue at Boone's Meadow," the students participated in a near-transfer post instruction task (post-test #3). According to the data analysis, it was evident that traditional mathematics instruction produces significantly higher scores on unrelated-context math problem tests. On the other hand, the data also point out that there is no significant difference between either the problem formulation abilities or the problem solving transfer abilities in students who receive either anchored instruction or traditional instruction. (Contains 32 references.) (Author/ASK)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Johnson Bible College.