Interest and its Relationship to Problem-Solving Ability Among Secondary School Mathematics Students [electronic resource] / Martin Paul Cohen.
This study tested the existence of a positive relationship between interest and problem-solving ability when problems were set in the area of interest among secondary-school students. Three parallel forms of a verbal problem-solving test, corresponding to the interest areas of outdoor, computational...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1976.
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| Subjects: |
MARC
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| 100 | 1 | |a Cohen, Martin Paul. | |
| 245 | 1 | 0 | |a Interest and its Relationship to Problem-Solving Ability Among Secondary School Mathematics Students |h [electronic resource] / |c Martin Paul Cohen. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1976. | ||
| 300 | |a 111 p. | ||
| 500 | |a ERIC Document Number: ED137071. | ||
| 500 | |a ERIC Note: Ph.D. Dissertation, The University of Texas at Austin; Not available in hard copy due to marginal legibility of original document. |5 ericd. | ||
| 500 | |a Educational level discussed: Grade 8. | ||
| 500 | |a Educational level discussed: Secondary Education. | ||
| 520 | |a This study tested the existence of a positive relationship between interest and problem-solving ability when problems were set in the area of interest among secondary-school students. Three parallel forms of a verbal problem-solving test, corresponding to the interest areas of outdoor, computational, and scientific, were constructed by the investigator. It was intended that only one feature of the problems on each of the three parallel forms was designed to be equivalent (e.g., reading level, verbal clues, mathematical operations involved, computational difficulty). The Kuder General Interest Survey was administered to 305 eighth-grade mathematics students in one school district. Next, students were randomly assigned, by sex, to each of three problem settings (outdoor, computational, and scientific). The problem-solving test with content reflecting outdoor interest was administered to those students who had been randomly assigned to the outdoor problem-setting group. A similar procedure was followed for the students randomly assigned to the computational or scientific problem-setting groups. Results showed that it was not possible to predict the type (context) of problem on which a student will be most successful based on a knowledge of the student's interests alone, nor on knowledge of the student's interests and arithmetical reasoning ability. (Author/DT) | ||
| 650 | 0 | 7 | |a Doctoral Dissertations. |2 ericd. |
| 650 | 1 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Grade 8. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Education. |2 ericd. |
| 650 | 1 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Secondary School Mathematics. |2 ericd. |
| 650 | 1 | 7 | |a Student Interests. |2 ericd. |
| 856 | 4 | 0 | |z Full Text (via ERIC) |u http://files.eric.ed.gov/fulltext/ED137071.pdf |
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