The effects of personalized computer-based instruction on mathematics problem solving in Taiwanese s

The effects of personalized computer-based instruction on mathematics problem solving in Taiwanese s

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The effects of personalized computer-based instruction on mathematics problem solving in Taiwanese student’s performance and attitude Chiu-Jung Chen University of Southern California Los Angeles, CA, USA [email protected] Pei-Lin Liu Hsing-Kuo University of Management Tainan, Taiwan [email protected] Abstract: The study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of fourth grade Taiwanese students . The purpose of the study was to determine whether the personalized computer-assisted program in mathematics word problems improves student performance and attitude over the non-personalized program. A total of 165 Taiwanese fourth-grade students participated in the study. The research used the pretest-to-posttest to determine if the computer-assisted program was effective between the two groups. The problem-solving exam was based on mathematics word problems. All of the subjects were randomly assigned to a personalized or non-personalized group. In the personalized group, students completed a survey asking them what their favorite classes, fruits, sports, and supermarkets were. Their preferences were then used to create personalized mathematics word problems in the computer-assisted program. In the non- personalized group, students took the same survey as the personalized group, but were taught the same mathematics using a standard lesson in the computer-assisted program. Both groups used the computer-assisted program for the pre-test, the mathematics word problem lessons, and post-test. There were four types of mathematics word problems: multiply-multiply, multiply-divide, divide-multiply, and divide-divide. After completing all the tests related to the computer-assisted program, all students completed a student attitude survey through computer-assisted program. Introduction Mathematics problems solving are the most frightened questions for Taiwanese elementary school students when they learn the mathematic (Ministry of Education, 2003). Taiwanese students are under strong pressure to perform well at school in Taiwan’s education system. Most Taiwanese students depend on memory to remember mathematic rather than use problem solving skills (Cheng, Chang, Chiang, & Guo, 1998). In order to solve this problem, Ministry of education (1998) provide a new mathematics curriculum which is called constructive mathematics enlighten to find their own solution on mathematics problem-solving in mathematical education reform recently. Moreover, according to concept of new mathematical education reform, teacher need to introduce student to cooperate together in the cause of promote students to do peer involvement, collaborative problem-solving (Ministry of Education, 1998). Besides, new mathematical curriculum teaches student to integrate mathematics problem-solving in the real world. In Taiwan, many mathematics teachers suggest that teaching critical thinking and how to integrate and interpret data for problem-solving is new education destinations (Shyu, 2000). Personalization
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This note was uploaded on 03/13/2011 for the course PUK 202 taught by Professor Roth during the Spring '10 term at Universität Klagenfurt.

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The effects of personalized computer-based instruction on mathematics problem solving in Taiwanese s

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