rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Considering representational choices of fourth graders when solving division problems
  name:
    name part: Gilbert, Mary Chiles
    name part: 1954-
    role:
      role term: creator
  name:
    name part: Capraro, Robert M.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2007
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
  abstract: Students need to build on their own understanding when problem solving. Mathematics reform is moving away from skill and drill types of activities and encouraging students to develop their own approaches to problem solving. The National Council of Teachers of Mathematics emphasizes the importance of representation by including it as a process standard in Principles and Standards for School Mathematics (2000) as a means for students to develop mathematically powerful conceptualization. Students use representation to make sense of and communicate mathematical concepts. This study considers the way fourth grade students view and solve division problems and whether problem type affected the choice of strategy. This study also looked at factors that affect students' score performance. Students in extant classrooms were observed in their regular mathematics instructional settings. Data were collected and quantified from pretests and posttests using questions formatted like students see on the state assessment. The results indicate that students moved from pre-algorithmic strategies to algorithmic strategies between pretest and posttest administration. The results also indicate that problem type did not predict students' choice of strategy and did not have an affect on the students' ability to arrive at a correct solution to the problem. This study found that the students' choice of strategy did play a significant role in their quest for correct solutions. The implication is that when students are able to make sense of the problem and choose an appropriate strategy, they are able to successfully solve division problems.
  note: by Mary Chiles Gilbert.
  note: "Major Subject: Curriculum and Instruction"
  note: Title from author supplied metadata (automated record created on Nov. 2, 2007.)
  note: Vita.
  note: Abstract.
  note: Electronic resource.
  note: Mode of access: World Wide Web.
  note: System requirements: World Wide Web access and Adobe Acrobat Reader.
  note: M. S. Texas A&M University 2006.
  note: Includes bibliographical references.
  note: Text (Thesis).
  subject:
    topic: Major curriculum and instruction
  subject:
    topic: problem solving
  subject:
    topic: representation
  subject:
    topic: division
  subject:
    topic: strategies
  identifier: http://hdl.handle.net/1969.1/5754
  record info:
    record content source: TXA
    record creation date: 080214
    record change date: 20151108081317.0
    record identifier: in00002353263