جستجوی مقالات مرتبط با کلیدواژه "حل مسئله ریاضی" در نشریات گروه "روانشناسی"

The concept mapping as learning- teaching strategy has positive effects on cognitive and non-cognitive aspects of learning and it facilitates meaningful learning. The study examined the effect of concept-mapping on mathematical problem- solving performance and self-concept among 5th graders elementary school students. A pretest and posttest control-group quasi-experimental design was employed to evaluate the instructional effectiveness of this strategy. Thirty boys were randomly selected from two elementary schools located in Bostanabad District of Tabriz city, Iran was used as subjects for the study. One classroom of 15 fifth-grade students made up the experimental group, and 15 fifth-grade classrooms students comprised the control group. The experimental group was taught selected topics in math using concept-mapping strategies, while the control group was taught using the traditional lecture method. The Self-Description Questionnaires (SDQ) and mathematical performance test were used for data collection. Data have been analyzed by ANCOVA and T-test. The result of the study showed that the experimental group performed significantly better in mathematical problem solving than the control group. Also, the findings revealed that the concept mapping promotes students’ mathematics self-concept.

the purpose of this study was to compare the effectiveness of learning strategies and attribution retraining instructions methods on the mathematical problem-solving in male students with intellectual disability. Forty five students in grade eight were selected from intellectually disabled schools of Tehran Province using cluster random sampling method. The Participants were assigned equally to three groups (two experimental groups and one control group). The research design was pretest-posttest control group. One of the experimental groups received eight sessions (45 minutes a session) of learning strategies (Bashavard, 2000) and the other attribution retraining (Golparvar, 2009). To assess the mathematical problem solving performances and the intelligence quotients, a teacher-made Mathematical Problem-Solving Test and the Wechsler Intelligence Scale Wechsler, 1986) were used, respectively. Data were analyzed by analysis of covariance and Tukey test. Results indicated that there were significant differences between the mean of mathematical performance of two experimental groups, and between attribution retraining and control groups. It can be concluded that learning strategies method improved students’ performance in mathematical problemsolving more in comparison to attribution retraining method.

Aim of this research was to determine the effectiveness of self-monitoring training of attention on math problem solving performance in male students with math disability. Research method was quasi-experimental with pretest andposttest design with control group. Research participants included 20 fourth grade elementary school students in the City of Tabriz in North West Iran in the academic year 2008-09 who were selected using multi-stage random cluster sampling and wererandomly placed in experimental and control groups. The Iran Key Math Diagnostic Arithmetic (1976) was used. Students in the experimental group received self-monitoring trainings for 10 sessions of 45 minutes duration each. At the same time, the control group continued their regular classroom programs. Results of covariance analysis showed scores of the experimental group students in mathematical problem solving posttest were higher than the control group. This research has implications for parents, teachers and professionals working with students with math disability, who can use these strategies for mathachievement.