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ERIC Number: EJ1060492
Record Type: Journal
Publication Date: 2015-Apr
Pages: 38
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: EISSN-1696-2095
Mathematical Problem Solving through Sequential Process Analysis
Codina, A.; Cañadas, M. C.; Castro, E.
Electronic Journal of Research in Educational Psychology, v13 n1 p73-110 Apr 2015
Introduction: The macroscopic perspective is one of the frameworks for research on problem solving in mathematics education. Coming from this perspective, our study addresses the stages of thought in mathematical problem solving, offering an innovative approach because we apply sequential relations and global interrelations between the different stages of mathematical problem solving. Method: This investigation is based on observational methodology, taking for our unit of analysis the set of observable processes in a pair of students solving a mathematical problem. Quality of information is assured (intra- and inter-observer reliability and the Chi-square independence test), thus allowing sequential analysis as well as the polar coordinates technique to be applied. Results: We present two levels of specificity, the individual subject level and the pair level. We analyze the set of basic statistics; periods of collaborative and parallel work; transition probabilities, significant sequences or chains, transferences of execution and the set of global relations maps between the different stages. From the results, we may describe and analyze the behavior of the subjects and the pair during the problem-solving process, as well as the collaborative work that took place. Discussion: The study reflects a new approach to investigating interrelationships between the stages of problem solving and collaborative work macroscopically, opening a new path for the research in mathematics education. The two levels of specificity provide results that describe individual influences within the joint problem-solving process, and thus clarify in greater depth the interrelations between the subjects and the collaborative work that took place. The study reveals the potential of this type of analysis for studying learning difficulties in mathematical problem solving.
University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A