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Much research on problem solving in mathematics has been carried out in western countries with the aim of determining variables that make a mathematics question to become more difficult to oe solved. This research is done also for the same reason, but it is limited to only three variables namely...
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| 主要作者: | |
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| 格式: | Thesis |
| 语言: | English Malay |
| 出版: |
1987
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| 主题: | |
| 在线阅读: | http://psasir.upm.edu.my/id/eprint/8848/1/FPP_1987_1%20IR.pdf |
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| 总结: | Much research on problem solving in mathematics has been
carried out in western countries with the aim of determining
variables that make a mathematics question to become more
difficult to oe solved. This research is done also for the same reason, but it is limited to only three variables namely 'step', 'supertious information', and 'cue'.
Determining the variables that contribute to the difficulty
of a mathematics question i s necessary because it can help a learner to consider some proper steps that should be taken to overcome those difficulties. This research is done using a factorial experiment design. The sample consists of three questions of different
types (arithmetic, algebra and geometry) presented in eight forms. The testing instruments were 496 new students of Universiti Pertanian Malaysia from various Diploma 1 programmes, in the
July semester, 1984/85.
This research produced a result similar to that of
Nesher (1976) in Israel, that is the variables 'step' and
'superflous information' influence the difficulty of mathematics
problems. However, the finding of this research showed that
'step' made the question more difficult co solve than 'superflous
information', whereas Nesher's (1976) finding indicated the
reverse. Both findings confirmed that 'cues' did not
contribute to the difficulty of the questions used. |
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