Examining problem-solving skills in technology-rich environments as related to numeracy and literacy.

Autor/inn/en	Xiao, Feiya; Barnard-Brak, Lucy; Lan, William; Burley, Hansel
Titel	Examining problem-solving skills in technology-rich environments as related to numeracy and literacy.
Quelle	In: International journal of lifelong education, (2019) 3, S. 327-338Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0260-1370; 1464-519X
DOI	10.1080/02601370.2019.1598507
Schlagwörter	Methode; Neue Technologien; Lernen; Computerunterstützter Unterricht; Schreib- und Lesefähigkeit; Rechenkompetenz; Alphabetisierung; Erwachsener
Abstract	This study sought to a better understanding of the construct of problem solving in technology-rich environments and the effect of literacy and numeracy on problem solving. Data used in this study were drawn from Programme for the International Assessment of Adult Competencies US data which includes 5010 completed cases and a total of 1326 variables. The assessment of literacy, numeracy and problem-solving competencies were administrated using computer-based approaches. The result of the study showed that adults with higher numeracy and literacy competencies were more likely to have higher level of problem-solving skills. The results of the analyses also revealed that solution latency (i.e. time) were an important factor influencing problem-solving skills. This study indicates that basic mathematical skills are essential for solving problems that require interpersonal communication, computer and software knowledge, planning, and organising. The findings from this study provide several implications for researchers, educators, teachers and policymakers.
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2020/1