### Abstract

This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

Original language | English |
---|---|

Pages (from-to) | 77-93 |

Number of pages | 17 |

Journal | Eurasia Journal of Mathematics, Science and Technology Education |

Volume | 14 |

Issue number | 1 |

DOIs | |

Publication status | Published - 2018 Jan 1 |

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### Keywords

- Computer-assisted instruction
- Mathematics learning
- Problem-solving
- Remedial instruction

### ASJC Scopus subject areas

- Education
- Applied Mathematics

### Cite this

*Eurasia Journal of Mathematics, Science and Technology Education*,

*14*(1), 77-93. https://doi.org/10.12973/ejmste/77902

**The influence of a mathematics problem-solving training system on first-year middle school students.** / Hsiao, Hsien Sheng; Lin, Chien Yu; Chen, Jyun Chen; Peng, Yi Fang.

Research output: Contribution to journal › Article

*Eurasia Journal of Mathematics, Science and Technology Education*, vol. 14, no. 1, pp. 77-93. https://doi.org/10.12973/ejmste/77902

}

TY - JOUR

T1 - The influence of a mathematics problem-solving training system on first-year middle school students

AU - Hsiao, Hsien Sheng

AU - Lin, Chien Yu

AU - Chen, Jyun Chen

AU - Peng, Yi Fang

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

AB - This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

KW - Computer-assisted instruction

KW - Mathematics learning

KW - Problem-solving

KW - Remedial instruction

UR - http://www.scopus.com/inward/record.url?scp=85035015834&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85035015834&partnerID=8YFLogxK

U2 - 10.12973/ejmste/77902

DO - 10.12973/ejmste/77902

M3 - Article

AN - SCOPUS:85035015834

VL - 14

SP - 77

EP - 93

JO - Eurasia Journal of Mathematics, Science and Technology Education

JF - Eurasia Journal of Mathematics, Science and Technology Education

SN - 1305-8215

IS - 1

ER -