Effects of algebraic reasoning integration of computational thinking on word problem-solving in an international school in Malaysia
Word problems solving refers to the students’ ability on interpreting the problems, converting their knowledge into mathematical statements, and then doing arithmetic computations. In this study, the strength and precision of students' word problem-solving skills based on their additive and...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
| Published: |
2022
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| Subjects: | |
| Online Access: | http://psasir.upm.edu.my/id/eprint/113817/1/113817.pdf |
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| Summary: | Word problems solving refers to the students’ ability on interpreting the problems,
converting their knowledge into mathematical statements, and then doing
arithmetic computations. In this study, the strength and precision of students'
word problem-solving skills based on their additive and logical reasoning are
studied. This study expanded coding by integrating it with the computational
thinking and algebra reasoning that strengthened the communication,
collaboration, logical reasoning, additive reasoning, and word problem solving
abilities among students. The algebraic reasoning integration of computational
thinking (AR-CT) instructional design was developed from the ADDIE model
(Analyze, Design, Develop, Implement, and Evaluate). Sequential mixed method
approaches incorporating interview, systematic literature review, and quasiexperimental
procedures were used to collect the data. The experimental group
(AR-CT) and the conventional instruction as control group (CVI) were
investigated in this research. Through paired t-test results, the AR-CT group
intervention outperformed than CVI group in terms of word problem solving,
additive reasoning, and logical reasoning. Meanwhile, the impacts of the prior
knowledge of arithmetic, computational thinking and ability of word problem
solving on the effectiveness of AR-CT on performance of word problem solving
are studied. When the analysis of covariance (ANCOVA) was adjusted for prior
knowledge, the post-test of word problem-solving skills and additive reasoning
remained significant, but not for logical reasoning. The results shown the
students is increasingly affected in the order of prior computational thinking
followed by prior arithmetic knowledge and word-problem solving skills, which
these factors are selected as statistical covariates in this analysis. Adoption of
AR-CT instructional strategy in math lessons can improve the additive reasoning
however, there is no sign of enhancement on the logical reasoning of the
students. The modules' benefits students’ pre-algebra concepts and coding
when solving word problems. Meanwhile, encouraging teachers to interact with
students and teachers' creativity in creating excellent teaching situations. |
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