http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
effect of mode of representation and problem complexity on performance in a problem situation by preservice elementary school teachers
This study used mode of representation embedded in a problem solving situation as one independent variable and problem complexity (defined as five levels based on the number and kinds of operations needed for solution) as the other independent variable. Preservice elementary school teachers were the subjects. Each subject worked ten problems at a specific level of complexity and mode of representation. Statistical significance was found for both mode of representation and level of complexity in a two-way analysis of variance with interaction where success in solving problems was the dependent variable. In particular, subjects working problems presented in the symbolic mode were more successful than subjects working problems in the iconic and enactive modes. The written calculations of each subject were collected and categorized as to the method employed in working the problems. Additional analyses revealed that the method by which a problem was worked was related to both the level of complexity and mode of representation. Algebraic solutions were most often employed by subjects working on problems represented in the symbolic mode.
"Major subject: Curriculum and Instruction."
Includes bibliographical references (leaves 71-77).