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|Other Titles:||A Study of the Influence of Verbal Interaction and Real-World Settings in Children's Problem-Solving|
Department od Education, NTNU
Eighty fourth-grade children worked in mixed-ability dyads and were randomly assigned to four experimental conditions: with and without real-world settings and verbal interaction with peers. Dyads of children were asked to solve two daily mathematical problems in the first phase. Three weeks later, the children solved three daily mathematical problems as delayed transfer tasks. Dialogues between pairs of children during problem-solving were analyzed. Results show that verbal interaction accompanied by real-world settings is the most effective way to improve children's performance in solving problems. Either verbal interaction or real-world setting helps children's analogical transfer compared with solving problems individually without any real-world settings. Moreover, children tend to mix addition, multiplication and counting to solve problems through verbal interaction with peers in the performance of tasks. Accuracy at picking the best buys as well as selecting essential information from problem contexts were the major difficulties in children's problem-solving. In the conclusion of this study, the author offered some suggestions in teaching and research of related topics.
|Appears in Collections:||教育研究集刊|
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