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Paper presented at the Proceedings of International Practioner Research Conference & Collaborative Action Research Network (CARN) Conference (PRAR/CARN 2005), Utrecht, the Netherlands, 2005
Participating in a “Developing the repertoire of heuristics for mathematical problem solving”
research project, the researcher-teacher came to realize he often used ‘answer-checking’ and ‘going
over’ solutions as a way to teach problem solving. The emphasis was invariably on procedural skills.
To tweak this, an alternative approach incorporating Polya’s (1957) four phases, viz., an Understand,
Strategize, Execute and Reflect (USER) is used to explore a more metacognitive strategy that
develop higher order problems solving. The researcher-teacher used this alternative in one class of
students. A pre- and posttest were administered both in this class and a contrast class after a tenweek
interval. The researchers also looked at the students’ mid-year examinations performance.
Results show that the USER approach made some impact. The paper also reports on the experiences
of the teacher-researcher as he reflected on the study.
Project number: 
CRP 1/04 JH
Appears in Collections:CRPP - Conference Papers

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