RESEARCH PAPER

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

1 | Department of Technology Application and Human Resource Development, National Taiwan Normal University, TAIWAN |

Online publish date: 2017-10-27

Publish date: 2017-10-27

EURASIA J. Math., Sci Tech. Ed 2018;14(1):77–93

KEYWORDS:

TOPICS:

E-LearningHuman Computer InteractionsICT in EducationK-12 EducationMathematics EducationProblem or Project Based Learning

ABSTRACT:

This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students’ ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students’ learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students’ academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

CORRESPONDING AUTHOR:

Jyun-Chen Chen
Department of Technology Application and Human Resource Development, National Taiwan Normal University, No.129, Sec. 1, Heping E. Rd., Da’an Dist., Taipei City 106, Taiwan, 106 Taipei, Taiwan

REFERENCES (57):

1. | Adams, D. M., McLaren, B. M., Durkin, K., Mayer, R. E., Rittle-Johnson, B., Isotani, S., & Van Velsen, M. (2014). Using erroneous examples to improve mathematics learning with a web-based tutoring system. Computers in Human Behavior, 36, 401-411. |

2. | Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131-150. |

3. | Baltacı, S., Yıldız, A., & Güven, B. (2014). Knowledge types used by eighth grade gifted students while solving problems. Bolema: Boletim de Educação Matemática, 28(50), 1032-1055. |

4. | Birgin, O., Bozkurt, E., Gürel, R., & Duru, A. (2015). The effect of computer-assisted instruction on 7th grade students’ achievement and attitudes toward mathematics: The case of the topic “Vertical Circular Cylinder”. Hrvatski časopis za odgoj i obrazovanje, 17(3), 783-813. |

5. | Bjork, I. M., & Bowyer-Crane, C. (2013). Cognitive skills used to solve mathematical word problems and numerical operations: A study of 6-to 7-year-old children. European Journal of Psychology of Education, 28(4), 1345-1360. |

6. | Boonen, A. J., van Wesel, F., Jolles, J., & van der Schoot, M. (2014). The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children. International Journal of Educational Research, 68, 15-26. |

7. | Brown, N., Fluck, A., Wilson, K., & Fitzallen, N. (2008). Meeting the challenge: Professional learning for integrating ICT into science and mathematics classes. Paper presented at the AARE. |

8. | Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575. |

9. | Chen, C. M., Wang, J. Y., & Chen, Y. C. (2014). Facilitating English-language reading performance by a digital reading annotation system with self-regulated learning mechanisms. Journal of Educational Technology & Society, 17(1). |

10. | Chen, M. Y., & Yu, C. Y. (2013). Using trends in mathematics and science study to investigate the effects of ability beliefs and task values on eighth-grader mathematics achievements in Taiwan. Journal of Research in Education Sciences, 58(3), 153-186. |

11. | Chin, E. T., Lin, Y. C., Lin, C. P., & Tuan, H. L. (2009). The influence of mathematics inquiry teaching on mathematical problem solving abilities: Four 7th grade students case study. Research and Development in Science Education Quarterly, 55, 83-116. |

12. | Croft, A. C., Danson, M., Dawson, B. R., & Ward, J. P. (2001). Experiences of using computer assisted assessment in engineering mathematics. Computers & Education, 37(1), 53-66. |

13. | de-Marcos, L., Garcia-Lopez, E., & Garcia-Cabot, A. (2016). On the effectiveness of game-like and social approaches in learning: Comparing educational gaming, gamification & social networking. Computers & Education, 95, 99-113. |

14. | Elia, I., van den Heuvel-Panhuizen, M., & Kolovou, A. (2009). Exploring strategy use and strategy flexibility in non-routine problem solving by primary school high achievers in mathematics. ZDM, 41(5), 605. |

15. | Erbas, A. K., & Okur, S. (2012). Researching students’ strategies, episodes, and metacognitions in mathematical problem solving. Quality & Quantity, 46(1), 89-102. |

16. | Figueira-Sampaio, A. d. S., dos Santos, E. E. F., & Carrijo, G. A. (2009). A constructivist computational tool to assist in learning primary school mathematical equations. Computers & Education, 53(2), 484-492. |

17. | Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J., & Williams, J. M. (2016). Improving mathematics learning of kindergarten students through computer-assisted instruction. Journal for Research in Mathematics Education, 47(3), 206-232. |

18. | Ge, X., & Land, S. M. (2003). Scaffolding students’ problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development, 51(1), 21-38. |

19. | Gunbas, N. (2015). Students’ mathematics word problem‐solving achievement in a computer‐based story. Journal of Computer Assisted Learning, 31(1), 78-95. |

20. | Hsiao, H. S., Chang, C. S., Chen, C. J., Wu, C. H., & Lin, C. Y. (2015). The influence of Chinese character handwriting diagnosis and remedial instruction system on learners of Chinese as a foreign language. Computer Assisted Language Learning, 28(4), 306-324. |

21. | Hsiao, H. S., Chang, C. S., Lin, C. Y., & Wang, Y. Z. (2016). Weather observers: A manipulative augmented reality system for weather simulations at home, in the classroom, and at a museum. Interactive Learning Environments, 24(1), 205-223. |

22. | Hsiao, H. S., Chang, C. S., Lin, C. Y., Chang, C. C., & Chen, J. C. (2014). The influence of collaborative learning games within different devices on student’s learning performance and behaviours. Australasian Journal of Educational Technology, 30(6). |

23. | Hsiao, H. S., Chang, C. S., Lin, C. Y., Chen, B., Wu, C. H., & Lin, C. Y. (2016). The development and evaluation of listening and speaking diagnosis and remedial teaching system. British Journal of Educational Technology, 47(2), 372-389. |

24. | Kanive, R., Nelson, P. M., Burns, M. K., & Ysseldyke, J. (2014). Comparison of the effects of computer-based practice and conceptual understanding interventions on mathematics fact retention and generalization. The Journal of Educational Research, 107(2), 83-89. |

25. | Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403-417. |

26. | Kloosterman, P., & Stage, F. K. (1992). Measuring beliefs about mathematical problem solving. School Science and Mathematics, 92(3), 109. |

27. | Kuiper, E., & de Pater-Sneep, M. (2014). Student perceptions of drill-and-practice mathematics software in primary education. Mathematics Education Research Journal, 26(2), 215-236. |

28. | Lee, C. Y., & Chen, M. P. (2009). A computer game as a context for non-routine mathematical problem solving: The effects of type of question prompt and level of prior knowledge. Computers & Education, 52(3), 530-542. |

29. | León, J., Núñez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. |

30. | Lester, F. K. (1994). Musings about mathematical problem-solving research: 1970–1994. Journal for Research in Mathematics Education, 25(6), 660-675. |

31. | Lin, C. C. (2007). The verification of relationship among expectancy, value, and mathematic achievement by structural equation modeling. Educational Review, 29, 103-127. |

32. | Maier, U., Wolf, N., & Randler, C. (2016). Effects of a computer-assisted formative assessment intervention based on multiple-tier diagnostic items and different feedback types. Computers & Education, 95, 85-98. |

33. | Martín, S., & Rubio, R. (2009). Parallax cues in the design of graphics used in technical education to illustrate complex spatial problems. Computers & Education, 53(2), 493-503. |

34. | Mayer, R. E. (1992). Thinking, problem solving, cognition: WH Freeman/Times Books/Henry Holt & Co. |

35. | McCoy, L. P. (1996). Computer-based mathematics learning. Journal of Research on Computing in Education, 28(4), 438-460. |

36. | McLaren, B. M., Adams, D. M., Mayer, R. E., & Forlizzi, J. (2017). A computer-based game that promotes mathematics learning more than a conventional approach. International Journal of Game-Based Learning (IJGBL), 7(1), 36-56. |

37. | Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20(4), 426-443. |

38. | Pape, S. J., & Wang, C. (2003). Middle school children’s strategic behavior: Classification and relation to academic achievement and mathematical problem solving. Instructional Science, 31(6), 419-449. |

39. | Pilli, O., & Aksu, M. (2013). The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics students in North Cyprus. Computers & Education, 62, 62-71. |

40. | Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33. |

41. | Rau, P. L. P., Gao, Q., & Wu, L.-M. (2008). Using mobile communication technology in high school education: Motivation, pressure, and learning performance. Computers & Education, 50(1), 1-22. |

42. | Schoenfeld, A. (2009). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. Colección Digital Eudoxus, (7). |

43. | Schoenfeld, A. H. (2014). Mathematical problem solving. Elsevier. |

44. | Schoppek, W., & Tulis, M. (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103(4), 239-252. |

45. | Sim, G., Holifield, P., & Brown, M. (2004). Implementation of computer assisted assessment: Lessons from the literature. ALT-J, 12(3), 215-229. |

46. | Snow, R. E., Corno, L., & Jackson III, D. (1996). Individual differences in affective and conative functions. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 243-310). London, UK: Prentice Hall International. |

47. | Soliman, M. M., & Hilal, A. J. (2016). Investigating the effects of computer-assisted instruction on achievement and attitudes towards mathematics among seventh-grade students in Kuwait. International Journal for Technology in Mathematics Education, 23(4). |

48. | Sung, Y. T., Liao, C. N., Chang, T. H., Chen, C. L., & Chang, K. E. (2016). The effect of online summary assessment and feedback system on the summary writing on 6th graders: The LSA-based technique. Computers & Education, 95, 1-18. |

49. | Szetela, W., & Nicol, C. (1992). Evaluating problem solving in mathematics. Educational Leadership, 49(8), 42-45. |

50. | van der Kleij, F. M., Eggen, T. J. H. M., Timmers, C. F., & Veldkamp, B. P. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education, 58(1), 263-272. |

51. | van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of Educational Research, 85(4), 475-511. |

52. | Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical Thinking and Learning, 1(3), 195-229. |

53. | Walkington, C., Clinton, V., Ritter, S. N., & Nathan, M. J. (2015). How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula. Journal of Educational Psychology, 107(4), 1051. |

54. | Whitby, P. J. S. (2013). The effects of Solve It! on the mathematical word problem solving ability of adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(2), 78-88. |

55. | Wilson, J. W., Fernandez, M. L., & Hadaway, N. (1993). Mathematical problem solving. Research Ideas for the Classroom: High School Mathematics, 57-78. |

56. | Yung, H. I., & Paas, F. (2015). Effects of computer-based visual representation on mathematics learning and cognitive load. Journal of Educational Technology & Society, 18(4), 70. |

57. | Zhang, J., & Norman, D. A. (1994). Representations in distributed cognitive tasks. Cognitive Science, 18(1), 87-122. |

Related articles