The effect of varying amounts and kinds of information as guidance in problem solving.

Corman, Bernard R.

doi:10.1037/h0093696

Cited by 35 publications

(21 citation statements)

References 10 publications

(10 reference statements)

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“…Corman (9) investigated the effects of varying the amounts and kinds of information given to help with problem solving; he concluded that less explicit instruction may be just as effective as more directive guidance for the less able students, while more explicit instruction will probably be most helpful with the more able students. Schunert (34) found that boys exceeded girls in geometric achievement.…”

Section: Methodsmentioning

confidence: 98%

Chapter IV: Mathematics in the Secondary Schools

Kinney¹,

Tulock²

1957

Review of Educational Research

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DURING the period 1951-1956 a number of articles of theoretical interest appeared which are certain to influence future research. In view of the relationship between conceptual thinking and subsequent research, a summary of theoretical points of view is useful to supplement reports of empirical studies. AttitudesTerrell (38) and Gough (16) summarized the factors influencing mathematical attitudes and made relevant recommendations. Poffenberger and Norton (30) asked 16 college freshmen what had influenced their attitudes toward arithmetic and mathematics. Parental attitudes, teachers, and school environment were identified as strong influencing factors. Malone and Freel (21) constructed an instrument to measure the attitudes of highschool students toward mathematics. They found that students generally realized its practical value.

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Section: Methodsmentioning

confidence: 98%

Chapter IV: Mathematics in the Secondary Schools

Kinney¹,

Tulock²

1957

Review of Educational Research

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“…This concise statement by Bernard Corman ( 1957) suggested the ambiguity that surrounds much of the work done in the investigation of mathematical problem solving.…”

Section: Please Scroll Down For Articlementioning

confidence: 96%

The Effects of Problem-Solving Software on Problem-Solving Ability

Funkhouser

Dennis

1992

Journal of Research on Computing in Education

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This paper reports on a study of the effects of problem-solving computer software on the problem-solving ability of secondary school mathematics students. A cognitive science-based definition, instrumentation, and instructional pedagogy were used. Members of an experimental group were involved in computer-augmented mathematics instruction, while members of a control group were involved in more traditional mathematics instruction. Although results of a statistical analysis of a test of problem-solving ability were mixed, the experimental group demonstrated Jignificantly better performance on standardized tests of mathematics content. Implications of results for mathematics instruction are discussed. (Keywords: mathematics, problem solving, achievement.) "Problem solving (means) the behaviors that researchers who say they are studying problem solving, study." This concise statement by Bernard Corman ( 1957) suggested the ambiguity that surrounds much of the work done in the investigation of mathematical problem solving.Anecdotal comments by mathematics teachers often suggest the need for clarity in discussions of problem solving. Additional anecdotal comments by the same teachers also suggest the need for new methods of instructing in problem solving and of increasing the motivation of their students. Similarly, many educational reports have stressed the need for increased attention to instruction in problem solving. Much of the current literature in mathematics education recommends new methods for developing problem-solving skills.This article and the related research grew out of efforts to work with a group of high school mathematics teachers to clearly define the concept of mathematical problem-solving and to develop procedures to enhance the problem-solving ability and motivation of their students. The definition was based in cognitive science. The procedures centered around a recent technological development: problem-solving software for a microcomputer.

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“…Information given as guidance to the discovery of a principle served as the independent variable in experiments by Craig (16), Kittell (49), and Corman (15). With minor differences, in each of these experiments some outside direction proved more effective than no direction, despite earlier evidence that the efficacy of search behavior was increased with lesser amounts of information as guidance.…”

Section: Problematic Situations and Settingsmentioning

confidence: 96%