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Effects of an intervention programme on the sense-making ability of primary three pupils
Author
Teo, Ai Lin
Supervisor
Yeap, Ban Har
Abstract
Research in many countries has shown a widespread tendency for pupils to solve school mathematics word problems with apparent disregard for the reality of the situations described in the text of these problems. Pupils often accept non-realistic and even logically inconsistent answers when solving mathematics word problems. Studies from around the world (cited in Verschaffel, Greer, and De Corte, 2000) have indicated that pupils often do not attempt to make sense of contextual factors when they solve school word problems. This phenomenon has been described as the 'suspension of sense-making'. When pupils take contextual factors into consideration when solving word problems, we can say that they are engaging in sense-making.
The main aim of this study was to find out how to engage pupils in sense-making when they are performing mathematical tasks such as word problem solving. The pupils completed an intervention programme where variants of typical textbook word problems were used to encourage pupils to engage in sense-making during problem solving. They were engaged in 'what-if' problem posing to extend textbook problems. They were also being taught word problems that require contextual knowledge for successful solution.
Three primary three classes from a school were involved. A total of 104 boys and girls participated in this study. The effects of the intervention programme on their ability to handle standard items which did not require consideration of context and non-standard items which required consideration of context as well as their ability to transfer their learning to items that they were not familiar with after the programme were investigated.
The findings showed that the intervention programme did improve the pupils' performance in standard items and non-standard items. Pupils' performance in standard items was better than non-standard items in both the pre-test and post-test.
However, pupils were already more successful in solving standard items in the pre-test. As expected, their success in solving standard items was carried over to the post-test.
For non-standard items, pupils performed better when the items were of the programme and near-transfer type. Programme items are essentially the same as those used in the intervention programme. Near-transfer items are items similar to those used in the intervention programme but required pupils to extend their thinking. Far-transfer items are items that are not included in the intervention programme. Pupils did not perform as well for far-transfer, non-standard items.
The main aim of this study was to find out how to engage pupils in sense-making when they are performing mathematical tasks such as word problem solving. The pupils completed an intervention programme where variants of typical textbook word problems were used to encourage pupils to engage in sense-making during problem solving. They were engaged in 'what-if' problem posing to extend textbook problems. They were also being taught word problems that require contextual knowledge for successful solution.
Three primary three classes from a school were involved. A total of 104 boys and girls participated in this study. The effects of the intervention programme on their ability to handle standard items which did not require consideration of context and non-standard items which required consideration of context as well as their ability to transfer their learning to items that they were not familiar with after the programme were investigated.
The findings showed that the intervention programme did improve the pupils' performance in standard items and non-standard items. Pupils' performance in standard items was better than non-standard items in both the pre-test and post-test.
However, pupils were already more successful in solving standard items in the pre-test. As expected, their success in solving standard items was carried over to the post-test.
For non-standard items, pupils performed better when the items were of the programme and near-transfer type. Programme items are essentially the same as those used in the intervention programme. Near-transfer items are items similar to those used in the intervention programme but required pupils to extend their thinking. Far-transfer items are items that are not included in the intervention programme. Pupils did not perform as well for far-transfer, non-standard items.
Date Issued
2005
Call Number
QA63 Teo
Date Submitted
2005