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Title: THE EFFECT OF TABLES ON SOLVING ALGEBRA WORD PROBLEMS.
Creator: ETTINGER, MICHAEL., Florida Atlantic University
Abstract/Description: Previous research on algebra word problems revealed that students usually could not use a solution of a problem to solve a related problem that required a slight modification of the solution. In an attempt to improve performance on related problems, students were given practice on either filling in tables or using completed tables. Practice on entering values in tables did not improve performance because students lacked the domain specific knowledge to correctly enter the values. Students'...
Show morePrevious research on algebra word problems revealed that students usually could not use a solution of a problem to solve a related problem that required a slight modification of the solution. In an attempt to improve performance on related problems, students were given practice on either filling in tables or using completed tables. Practice on entering values in tables did not improve performance because students lacked the domain specific knowledge to correctly enter the values. Students' use of completed tables resulted in improved performance when tables were provided, but did not result in an improvement on generalization problems in which no tables were given. These findings were discussed within the context of a hierarchical classification scheme which describes the relationship between two related problems. In addition, the instructional implications of the study were considered and suggestions are offered for improving the instructional procedures.
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Date Issued: 1984
PURL: http://purl.flvc.org/fcla/dt/14211
Subject Headings: Word problems (Mathematics), Problem solving
Format: Document (PDF)

Title: Combining examples and procedures.
Creator: Actor, Cheryl A., Florida Atlantic University, Reed, Stephen K.
Abstract/Description: The present study evaluated three instructional methods for solving algebra word problems. The instructions consisted of either an example, a set of procedures, or both the example and procedures. The procedures were rules designed to aid in solving word problems. The example was a worked-out solution to a word problem that was representative of the test problems. The subject's task was to study the instructional material and then generate the equations needed to solve the subsequent test...
Show moreThe present study evaluated three instructional methods for solving algebra word problems. The instructions consisted of either an example, a set of procedures, or both the example and procedures. The procedures were rules designed to aid in solving word problems. The example was a worked-out solution to a word problem that was representative of the test problems. The subject's task was to study the instructional material and then generate the equations needed to solve the subsequent test problems. The test problems differed from the example by either 0, 1, 2, or 3 transformations. The results showed that subjects in the example and example-plus-procedure groups performed the best but the difference between these two groups was not significant. The procedures alone were relatively ineffective. A mathematical model is proposed to explain how the performance was influenced by the three types of instructional material and four levels of transformation.
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Date Issued: 1988
PURL: http://purl.flvc.org/fcla/dt/14437
Subject Headings: Problem solving, Educational psychology
Format: Document (PDF)

Title: CHOOSING ANALOGOUS SOLUTIONS.
Creator: ACKINCLOSE, CAROLYN C., Florida Atlantic University, Reed, Stephen K.
Abstract/Description: The present study investigated how students in a college algebra class select potentially useful solutions for solving algebra word problems. Several variables, including similarity, complexity, and inclusiveness were assessed to determine how they influence subjects' selections. Results indicated that neither complexity nor inclusiveness had a significant impact on students' selections and that students select solutions primarily on the basis of similarity. Students' inability to select...
Show moreThe present study investigated how students in a college algebra class select potentially useful solutions for solving algebra word problems. Several variables, including similarity, complexity, and inclusiveness were assessed to determine how they influence subjects' selections. Results indicated that neither complexity nor inclusiveness had a significant impact on students' selections and that students select solutions primarily on the basis of similarity. Students' inability to select potentially useful solutions was revealed by their failure to select the more inclusive solution, even though their performance greatly improved through the use of these solutions. The influence of similarity on the selection of solutions and inclusiveness on the effective use of solutions occurred when the effective solutions had the same story context (Experiment 1) and when the effective solutions had a different story context (Experiment 2).
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Date Issued: 1986
PURL: http://purl.flvc.org/fcla/dt/14313
Subject Headings: Problem solving, Thought and thinking
Format: Document (PDF)

Title: When a “useful” tool is not enough: preschoolers prioritize preference over utility while problem solving.
Creator: Bidmead, Sarah, Greif, Marissa, Graduate College
Date Issued: 2011-04-08
PURL: http://purl.flvc.org/fcla/dt/3164607
Subject Headings: Preschool children, Problem solving, Decision making
Format: Document (PDF)

Title: The development of math strategies in a sociocultural context.
Creator: Hubertz, Martha J., Florida Atlantic University, Bjorklund, David F., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Current studies are rapidly investigating strategy choice on tasks such as math and reading that children encounter in day to day life; it follows that strategy development should also be examined in the naturalistic settings where children actually perform these tasks. From a sociocultural learning perspective, we examined five year old children's arithmetic strategy use, in a game context, with the most likely of mentors for a young child, his or her parents. Children played three games of...
Show moreCurrent studies are rapidly investigating strategy choice on tasks such as math and reading that children encounter in day to day life; it follows that strategy development should also be examined in the naturalistic settings where children actually perform these tasks. From a sociocultural learning perspective, we examined five year old children's arithmetic strategy use, in a game context, with the most likely of mentors for a young child, his or her parents. Children played three games of a modified version of "Chutes and Ladders" with one of their parents. Children's strategy use and parents' behavior were coded and analyzed. Results indicate that parents usually provided appropriate support to their children, providing more direction and assistance to the children who required them, and less to those who did not.
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Date Issued: 1999
PURL: http://purl.flvc.org/fcla/dt/15731
Subject Headings: Mathematical ability, Problem solving in children, Cognition in children
Format: Document (PDF)

Title: The effects of instructional format on community college students' geometric construction performance.
Creator: Shryock, Brenda Manning., Florida Atlantic University, Shockley, Robert, Romance, Nancy
Abstract/Description: The purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form...
Show moreThe purpose of this study was to investigate which of two different instructional formats of a geometric construction activity was best suited to enhance student task performance. The subjects (N=50) were selected from community college students enrolled in introductory college mathematics courses and randomly assigned to one of two treatment groups. The groups differed in that group A received a different format of the procedural steps to reconstruct a given angle than that of group B. Form A consisted of adjoining text and diagrams where a diagram for each of the five steps of the task was pictured. Form B consisted of only two diagrams for the five-step process where it was necessary for subjects to determine which of the two diagrams was being referred to while proceeding through the steps. Both formats are representative of instructional materials currently in use in classrooms from the middle school level to the post-secondary level. During a personal interview session, each subject received one of two sets of directions describing the procedure of reproducing a given angle using a compass and straightedge. Each subject was asked to study the assigned set of directions with materials provided to practice the task. With the directions removed, each subject was then asked to reconstruct another, slightly different angle. Students given Form B, the reduced diagram format, significantly outperformed those students given Form A, x^2 (1, $N=50)=5.19, with no significant differences in the two groups with respect to the time spent studying the directions, t(48)=0.04, or completing the testing phase, t(48)=1.58. Other than use of the assigned form, mathematics ability was a significant factor in the subjects' ability to successfully complete the construction task, F(1,46)=7.79, p<.01. Verbal ability was not a significant factor, F(1,46)=1.81, p=.19, in the subjects' ability to successfully complete the construction task. Gender alone was not a significant factor, F1,46 =0.31, p = .58; however, when examined in combination with mathematics ability a significant interaction resulted, F1,46)=6.41, p=.02. Overall, success was significantly related to format, mathematics ability, and gender relative to mathematics ability.
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Date Issued: 1995
PURL: http://purl.flvc.org/fcla/dt/12440
Subject Headings: Mathematics--Problems, exercises, etc, Problem solving, Mathematics--Study and teaching, Teaching--Aids and devices
Format: Document (PDF)

Title: An Empirical Test of a General Theory of Problem-Solving.
Creator: Hall, Justin, Shaw, Eric H., Florida Atlantic University, College of Business, Department of Marketing
Abstract/Description: The purpose of this research is to better understand how marketers and consumers solve problems. This research first reviews the problem-solving literature, discusses several areas of confusion related to problem-solving, and offers solutions. After resolving the confusion, this research then develops a theoretical model of problemsolving. Four hypotheses are derived from the model, and then empirically tested. The model states that the distinct cognitive domain of problem-solving begins with...
Show moreThe purpose of this research is to better understand how marketers and consumers solve problems. This research first reviews the problem-solving literature, discusses several areas of confusion related to problem-solving, and offers solutions. After resolving the confusion, this research then develops a theoretical model of problemsolving. Four hypotheses are derived from the model, and then empirically tested. The model states that the distinct cognitive domain of problem-solving begins with problem recognition. Given a problem, associative memory and associative activation provide a solution (H #1). This solution is either satisfactory or unsatisfactory. If satisfactory, the individual engages in the satisficing process and accepts the solution (H#2). If unsatisfactory, the individual engages in the decision-making process and searches for information related to an alternative solution (H #3). Thus, the difference between satisficing and decision-making is the search for information (H #4). Problemsolving ends when an intended solution is chosen. A pretest and two studies are conducted to test the four hypotheses. The Pretest demonstrated situations that elicited problem recognition. Study 1 tested hypothesis #1 and found that at least 75 percent of the time associative memory and associative activation provided a solution. Study 2 tested hypotheses #2, #3, and #4. Hypotheses #2 and #3 were tested using a two-way ANOVA, Chi-Square, and Point Biserial Correlation and hypothesis #4 was tested using an independent sample t-test and Point Biserial Correlation. Results of all empirical tests confirm each of the hypotheses, which in turn support the theoretical model.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004807, http://purl.flvc.org/fau/fd/FA00004807
Subject Headings: Game theory., Problem solving., Decision making., Management science., System theory., Creative thinking., Creative ability in business.
Format: Document (PDF)

Title: The triangle of reflections.
Creator: Torres, Jesus, Yiu, Paul Y., Florida Atlantic University, Charles E. Schmidt College of Science, Department of Mathematical Sciences
Abstract/Description: This thesis presents some results in triangle geometry discovered using dynamic software, namely, Geometer’s Sketchpad, and confirmed with computations using Mathematica 9.0. Using barycentric coordinates, we study geometric problems associated with the triangle of reflections T of a given triangle T, yielding interesting triangle centers and simple loci such as circles and conics. These lead to some new triangle centers with reasonably simple coordinates, and also new properties of some...
Show moreThis thesis presents some results in triangle geometry discovered using dynamic software, namely, Geometer’s Sketchpad, and confirmed with computations using Mathematica 9.0. Using barycentric coordinates, we study geometric problems associated with the triangle of reflections T of a given triangle T, yielding interesting triangle centers and simple loci such as circles and conics. These lead to some new triangle centers with reasonably simple coordinates, and also new properties of some known, classical centers. Particularly, we show that the Parry reflection point is the common point of two triads of circles, one associated with the tangential triangle, and another with the excentral triangle. More interestingly, we show that a certain rectangular hyperbola through the vertices of T appears as the locus of the perspector of a family of triangles perspective with T, and in a different context as the locus of the orthology center of T with another family of triangles.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004167, http://purl.flvc.org/fau/fd/FA00004167
Subject Headings: Geometer's Sketchpad, Geometry -- Study and teaching, Geometry, Hyperbolic, Mathematics -- Computer network resources, Problem solving
Format: Document (PDF)

Title: Play, problem-solving and tool use: Individual differences in preschool children.
Creator: Gredlein, Jeffrey Michael, Florida Atlantic University, Bjorklund, David F.
Abstract/Description: While recent research has promoted play as an integral component of a child's cognitive functioning, tool-use has been relatively ignored in this discussion. It may be the case that these two abilities, especially constructive play and problem solving through the use of tools, emerging early in a child's life, have some connection in the formation of higher cognitive processing. From an evolutionary developmental perspective, three-year old children were observed in two free-play sessions and...
Show moreWhile recent research has promoted play as an integral component of a child's cognitive functioning, tool-use has been relatively ignored in this discussion. It may be the case that these two abilities, especially constructive play and problem solving through the use of tools, emerging early in a child's life, have some connection in the formation of higher cognitive processing. From an evolutionary developmental perspective, three-year old children were observed in two free-play sessions and participated in a toy-retrieval task. Results indicate boys engaged in more constructive play than girls and were more likely to use tools to solve a problem. Also, the findings suggest that the gender difference observed reflects a bias in motivation to interact with objects, with the amount of time spent in constructive play predicting performance on the tool-use task, suggesting that much of the variance in the gender difference in tool use can be attributed to experience in constructive play. This is consistent with the evolutionary theoretical idea that boys' and girls' play styles evolved to prepare them for adult life in traditional environments.
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Date Issued: 2001
PURL: http://purl.flvc.org/fau/fd/FADT12740
Subject Headings: Problem solving in children, Sex differences (Psychology) in children, Play assessment (Child psychology)
Format: Document (PDF)

Title: The effect of child temperament in parent-child interactions in a teaching task.
Creator: Mckay, Jodi, Florida Atlantic University, Hoff, Erika
Abstract/Description: The purpose of this study is to investigate the relation between specific measures of child temperament and parent-child interaction in a problem-solving task. One prediction is that children's behavior in a problem solving task will be dictated by their unique temperamental characteristics. It is also thought that child temperament will be related to parental sensitivity to child's emotional cues and understanding as well as teaching strategies and joint decision making. Another prediction...
Show moreThe purpose of this study is to investigate the relation between specific measures of child temperament and parent-child interaction in a problem-solving task. One prediction is that children's behavior in a problem solving task will be dictated by their unique temperamental characteristics. It is also thought that child temperament will be related to parental sensitivity to child's emotional cues and understanding as well as teaching strategies and joint decision making. Another prediction is that temperament affects joint attention between children and their parents. Previous research using aggregated dimensions of temperament have found a relation between child temperament and parent-child interaction, however, the relations between specific temperament variables and child attention and parent-child interactions have not been assessed. The aim of this study is to test the hypothesis that child temperament will be related to child behavior, parental behavior and to the level of joint attention between parent and child in the context of a task activity.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13267
Subject Headings: Parent and child--Psychological aspects, Child rearing, Temperament in children, Problem solving in children
Format: Document (PDF)

Title: FIELD DEPENDENCE/INDEPENDENCE AS A PREDICTOR OF INFERENCING AND PROBLEM SOLVING ABILITIES IN COMMUNITY COLLEGE STUDENTS (READING, COGNITIVE STYLE).
Creator: CAGLEY, CONSTANCE ELAINE, Florida Atlantic University, Childrey, John
Abstract/Description: Community college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The...
Show moreCommunity college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The purpose of this study was to determine if a measure of the cognitive style dimension of field dependence/independence could predict community college students' ability to: (1) make inferences in reading; and (2) solve problems. The sample consisted of 132 students from two campuses of Broward Community College in South Florida. The Group Embedded Figures Test (GEFT) was used to determine student cognitive style. Inferencing ability was determined using the Nelson-Denny Reading Test. Problem solving ability was assessed through the Problem Solving subtest of the McGraw-Hill Basic Study System Study Skills Test. Pearson Product Moment Correlations were obtained using GEFT score and corresponding problem solving and inferencing scores. The predictive equations, which were cross validated, indicated that the GEFT was a minimal predictor of both problem solving and inferencing abilities. However, further analysis was performed using Analyses of Variance after dividing the sample into high and low scoring students (field independents and field dependents, respectively). Results of the ANOVAs indicated significance (p .05) regarding inferencing ability among these same students. Demographic information revealed other findings: (1) Non-Caucasians were more highly represented in the field dependent category; (2) Males were more highly represented in the field independent category, whereas females dominated the field dependent category; and (3) females tended to be older than males, with the largest age disparity existing between female and male Caucasian students. The study gives evidence that the GEFT is an effective predictor of problem solving ability among community college students identified as highly field dependent or field independent. Implications and recommendations for instruction, counseling and curriculum design are presented.
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Date Issued: 1983
PURL: http://purl.flvc.org/fcla/dt/11840
Subject Headings: Cognitive styles, Field dependence (Psychology), Reading--Ability testing, Problem solving--Ability testing
Format: Document (PDF)

Title: The relation between child temperament and parent and child behavior in the context of a problem-solving task: An exploratory analysis.
Creator: Elledge, Lawrence C., Florida Atlantic University, Hoff, Erika
Abstract/Description: The relation of child temperament to parent and child behavior was examined in the context of a problem-solving task. The participants included 8 mothers and 1 father and their children (4 males, 5 females) between the ages of 28 and 32 months who were videotaped as they worked with puzzles in a laboratory playroom. Child temperament was assessed using the Toddler Behavioral Assessment Questionnaire (TBAQ), a parental report instrument. The parent behaviors measured were the use of directives...
Show moreThe relation of child temperament to parent and child behavior was examined in the context of a problem-solving task. The participants included 8 mothers and 1 father and their children (4 males, 5 females) between the ages of 28 and 32 months who were videotaped as they worked with puzzles in a laboratory playroom. Child temperament was assessed using the Toddler Behavioral Assessment Questionnaire (TBAQ), a parental report instrument. The parent behaviors measured were the use of directives, praise and encouragement, and negative corrections. The child behavior measured was compliance to parental directives. Parent and child behaviors were coded from videotapes of observational sessions. Children's scores on two dimensions of the TBAQ were associated with parenting behavior: Children's scores on the pleasure dimension of temperament were positively associated with parental use of directives, and children's scores on the interest dimension of temperament were negatively associated with parental use of negative corrections. These findings suggest that parents' perceptions of their children's temperaments are associated with their parenting behavior toward their children.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/13217
Subject Headings: Parent and child--Psychological aspects, Temperament in children, Child rearing, Problem solving in children
Format: Document (PDF)

Title: Understanding strategy development in gifted and nongifted children: A cross-sectional study.
Creator: Read, Lenore E., Florida Atlantic University, Bjorklund, David F.
Abstract/Description: The present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted...
Show moreThe present study, a cross-sectional design involving 7 to 10 year olds, analyzed similarities and differences between gifted and nongifted children in spontaneous strategy acquisition through the concept of utilization deficiency (Miller, 1990). Children were classified into four strategic categories: utilizationally deficient, strategic and nonstrategic non-utilizationally deficient, and a new category termed quasi-utilizationally deficient. Strategy development between gifted and nongifted children was compared through a series of sort/recall trials. The targeted strategy was an organizational one which begins to be manifested in middle schoolage children. Additionally, the experiment examined the possible influences of metacognition, IQ, and motivation (e.g., self-attributions and self-efficacy) on the occurrence and outcome of strategy use in these two populations. The use of the strategic classifications proved successful in delineating both differences and similarities between the two groups.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15051
Subject Headings: Gifted children, Cognition in children, Problem solving in children, Intelligence levels--Children
Format: Document (PDF)

Title: An exploratory investigation of sources of individual differences in chemistry performance: The potential role of visual and verbal working memory and student affect in chemistry problem solving.
Creator: Klein, Jason, Florida Atlantic University, Hecht, Steven A., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at...
Show moreThis was an exploratory study of factors that predict individual differences in chemistry learning. Consistent with cognitive learning theory, working memory was assumed to be an important predictor of chemistry knowledge. Measures of chemistry affect, cognitive ability, demographics and mathematical ability were examined in relation to visual/schematic and algebra-like stoichiometry chemistry word problem solving ability and strategy use. 139 undergraduate students (91 females, 48 males) at a major Southeastern university participated in this study (Age ranged from 18 to 39 years (M = 20.70 years of age)). Perceived usefulness of the chemistry material, mathematical ability, GPA, and SGPA uniquely predicted conceptual stoichiometry problem solving ability.
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Date Issued: 2006
PURL: http://purl.flvc.org/fcla/dt/13382
Subject Headings: Reasoning (Psychology), Chemistry--Study and teaching (Secondary), Thought and thinking, Problem solving, Creative ability in technology
Format: Document (PDF)

Title: Detection of multiple change-points in hazard models.
Creator: Zhang, Wei, Qian, Lianfen, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Mathematical Sciences
Abstract/Description: Change-point detection in hazard rate function is an important research topic in survival analysis. In this dissertation, we firstly review existing methods for single change-point detection in piecewise exponential hazard model. Then we consider the problem of estimating the change point in the presence of right censoring and long-term survivors while using Kaplan-Meier estimator for the susceptible proportion. The maximum likelihood estimators are shown to be consistent. Taking one step...
Show moreChange-point detection in hazard rate function is an important research topic in survival analysis. In this dissertation, we firstly review existing methods for single change-point detection in piecewise exponential hazard model. Then we consider the problem of estimating the change point in the presence of right censoring and long-term survivors while using Kaplan-Meier estimator for the susceptible proportion. The maximum likelihood estimators are shown to be consistent. Taking one step further, we propose an counting process based and least squares based change-point detection algorithm. For single change-point case, consistency results are obtained. We then consider the detection of multiple change-points in the presence of long-term survivors via maximum likelihood based and counting process based method. Last but not least, we use a weighted least squares based and counting process based method for detection of multiple change-points with long-term survivors and covariates. For multiple change-points detection, simulation studies show good performances of our estimators under various parameters settings for both methods. All methods are applied to real data analyses.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004173
Subject Headings: Problem solving--Data processing., Process control--Statistical methods., Point processes., Mathematical statistics., Failure time data analysis--Data processing., Survival analysis (Biometry)--Data processing.
Format: Document (PDF)

FAU Theses and Dissertations (14)	+ -
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Problem solving (7)	+ -
Problem solving in children (5)	+ -
Child rearing (2)	+ -
Cognition in children (2)	+ -
Parent and child--Psychological aspects (2)	+ -

Temperament in children (2)	+ -
Thought and thinking (2)	+ -
Chemistry--Study and teaching (Secondary) (1)	+ -
Cognitive styles (1)	+ -
Creative ability in business. (1)	+ -
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Failure time data analysis--Data processing. (1)	+ -
Field dependence (Psychology) (1)	+ -
Game theory. (1)	+ -
Geometer's Sketchpad (1)	+ -
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Mathematics--Study and teaching (1)	+ -
Play assessment (Child psychology) (1)	+ -

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abstract (1)	+ -

Florida Atlantic University (14)	+ -
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