자료유형  

 학위논문

Control Number  

0016932623

International Standard Book Number  

9798379837792

Dewey Decimal Classification Number  

510

Main Entry-Personal Name  

Yang, Xuan.

Publication, Distribution, etc. (Imprint  

[S.l.] : Purdue University., 2020

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2020

Physical Description  

1 online resource(96 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-01, Section: B.

General Note  

Advisor: Xin, Yan Ping.

Dissertation Note  

Thesis (Ph.D.)--Purdue University, 2020.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약In educational research, the cognitive activity of problem posing is recognized as an important component of mathematics teaching and learning. Compared to the prevailing educational paradigm of problem solving, problem posing features less commonly in classroom instruction. During the past 20 years, numerous studies examining the use of problem posing in school mathematics instruction have documented positive outcomes in terms of students' knowledge, problem-solving abilities, creativity, and attitudes and beliefs regarding the study of mathematics. However, despite these promising results, problem posing in mathematics instruction has rarely been studied in the population of students with learning disabilities (LDs). This study describes a problem-posing intervention that draws on existing Conceptual Model-based Problem Solving program (COMPS, Xin, 2012) and conceptual research into the problem posing task. The COMPS-based problem posing intervention is designed to teach word problem posing skills to students with LDs under structured problem posing situations. The study applies a single-subject multiple-baseline design across three participants to investigate the effects on participants' word problem solving and problem posing skills. The results showed that all three students demonstrated increased math performance on both problem solving and problem posing tests when the COMPS-based Problem Posing intervention was used. In addition, both immediate and maintenance effects on student learning were noted.

Subject Added Entry-Topical Term  

Mathematics education.

Subject Added Entry-Topical Term  

Teaching.

Subject Added Entry-Topical Term  

Graphs.

Subject Added Entry-Topical Term  

Learning disabilities.

Subject Added Entry-Topical Term  

Mathematical problems.

Subject Added Entry-Topical Term  

Disability studies.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Mathematics.

Subject Added Entry-Topical Term  

Special education.

Added Entry-Corporate Name  

Purdue University.

Host Item Entry  

Dissertations Abstracts International. 85-01B.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:642932