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

N1 - Funding Information:
This research is partially supported by the “Aim for the Top University Project” and “Center of Learning Technology for Chinese” of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C. and the “International Research-Intensive Center of Excellence Program” of NTNU and Ministry of Science and Technology, Taiwan, R.O.C. under Grant no. MOST 103-2511-S-003-051-MY3, 103-2511-S-003-064-MY3, 104-2511-S-003-041-MY3, 105-2511-S-003-049-MY3, 106-2511-S-003-019-MY3, 106-2622-S-003-002-CC2.

PY - 2018

Y1 - 2018

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

UR - http://www.mendeley.com/research/correction-formation-academic-mobility-future-foreign-language-teachers-means-media-education-techno

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 -