A Study of the Relationships between Selected Noncognitive Factors and the Problem Solving Performance of Fourth-Grade Children. Parts 1 and 2.
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| Title: | A Study of the Relationships between Selected Noncognitive Factors and the Problem Solving Performance of Fourth-Grade Children. Parts 1 and 2. |
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| Language: | English |
| Authors: | Whitaker, Donald Ray, Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning. |
| Peer Reviewed: | N |
| Page Count: | 357 |
| Publication Date: | 1976 |
| Sponsoring Agency: | National Inst. of Education (ED), Washington, DC. |
| Document Type: | Reports - Research Dissertations/Theses - Doctoral Dissertations |
| Descriptors: | Attitudes, Educational Research, Elementary Education, Elementary School Mathematics, Grade 4, Instruction, Instructional Materials, Mathematics Instruction, Problem Solving, Student Attitudes, Teacher Attitudes, Textbook Research |
| Abstract: | This study investigated the relationships between the mathematical problem-solving performance of fourth-grade children, their attitudes toward problem solving, their teachers' attitudes, and related sex and program-type differences. Three instruments were used to gather data. Data were gathered for the first part of the study from 30 classes in thirteen southern Wisconsin schools. Half used Developing Mathematical Processes (DMP); the remaining used standard textbooks. Results showed DMP students performed significantly better than non-DMP pupils on the first two parts of the problem-solving instrument, with no significant differences on the third part. Among other results, no significant sex-related differences were found. Data for part one was collected during the fourth month of the 1975-76 school year. Part two was conducted during the seventh month only with the DMP classes, in an attempt to determine direction of effects between teacher attitudes and student attitudes and performance. It is noted that initial teacher attitude seemed to have a greater effect on final student attitude than initial student attitude had on final teacher attitude. (MP) |
| Entry Date: | 1983 |
| Accession Number: | ED222342 |
| Database: | ERIC |
| Abstract: | This study investigated the relationships between the mathematical problem-solving performance of fourth-grade children, their attitudes toward problem solving, their teachers' attitudes, and related sex and program-type differences. Three instruments were used to gather data. Data were gathered for the first part of the study from 30 classes in thirteen southern Wisconsin schools. Half used Developing Mathematical Processes (DMP); the remaining used standard textbooks. Results showed DMP students performed significantly better than non-DMP pupils on the first two parts of the problem-solving instrument, with no significant differences on the third part. Among other results, no significant sex-related differences were found. Data for part one was collected during the fourth month of the 1975-76 school year. Part two was conducted during the seventh month only with the DMP classes, in an attempt to determine direction of effects between teacher attitudes and student attitudes and performance. It is noted that initial teacher attitude seemed to have a greater effect on final student attitude than initial student attitude had on final teacher attitude. (MP) |
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