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ERIC Number: ED512874
Record Type: Non-Journal
Publication Date: 2009
Pages: 136
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-5840-0
Improving Mathematical Problem Solving Skills: The Journey to Success
Rousseau, Donna
ProQuest LLC, Ed.D. Dissertation, Loyola University Chicago
The purpose of this study was to determine if problem solving skills can be improved through the use of an interdisciplinary program incorporating reading, music, and mathematics. The study was conducted in seven fifth grade classrooms, and addresses the need to teach problem solving strategies in elementary school and the importance of problem solving to improve overall mathematics learning. There was a statistically significant difference between the gain scores of each of the treatment groups. The low ability treatment group had a mean gain of 3.84, while the low ability control group had a mean gain of 0.73, showing a statistically significant difference between gain scores of the two low ability groups. These scores are an important finding in this study, implying that the students in the low ability treatment program classroom were able to retain and apply the problem solving strategies learned from the program and improve their posttest scores. The average ability treatment group showed a mean difference of 2.39, while the high ability control group showed a mean difference of 2.11. Although the treatment groups had a greater mean gain, the gain was not statistically significant, but the greater gain for the treatment group was a positive finding to consider. In addition, when comparing the mean scores of the treatment group as a whole from pretest to posttest, the mean increased from 12.855 to 15.605, a gain of 2.750. The mean scores for the combined control groups also increased from pretest to posttest from 15.016 to 16.790, a gain of only 1.774. This was another positive finding from the study. The teachers implementing the treatment program were very positive toward the story and the lessons. The greatest challenge they faced was time. The students were enthusiastic about the story and based on the questionnaires, enjoyed the story part of the program and doing the problems in class. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A