The relationship between students' attitudes towards problem-solving and their achievements in mathematics.

Autor/inn/en	Mrsnik, Sandra; Cencic, Majda; Doz, Daniel; Felda, Darjo; Cotic, Mara
Titel	The relationship between students' attitudes towards problem-solving and their achievements in mathematics.
Quelle	Hamburg: Verlag Dr. Kovac (2022), 115 S.Verfügbarkeit
Reihe	Schriftenreihe Studien zur Schulpädagogik. 95
Zusatzinformation	Inhaltsverzeichnis Verlagshomepage
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-339-13074-4; 978-3-339-13074-7
Schlagwörter	Empirische Untersuchung; Faktorenanalyse; Fragebogenerhebung; Einstellung (Psy); Freude; Kompetenzerwerb; Problemlösen; Einstellungsmessung; Datenerfassung; Faktorenanalyse; Freude; Grundschule; Mathematikunterricht; Motivation; Schüler; Slowenien; Interpretation; Problemlösen; Datenanalyse; Partnerarbeit; Leistungsbeurteilung; Einstellungsmessung; Kooperatives Lernen; Schuljahr 04; Grundschule; Lehrerrolle; Schüler; Leistungsbeurteilung; Kooperatives Lernen; Motivation; Peer Group; Datenanalyse; Datenerfassung; Mathematikunterricht; Mathematische Kompetenz; Mathematisches Denken; Messverfahren; Partnerarbeit; Einflussfaktor; Interpretation; Slowenien
Abstract	Different learning theories have attributed great importance to problem solving, but the perception of what influences the problem solving and what problem solving is really about differed significantly between theories. From the conception that only the reproduction of learned procedures is important for problem solving, to concepts advocating that the acquired specific knowledge suffices, that problem solving strategy is crucial, that automated mental skills play an important role, and to more complex concepts pointing out that the key is in the mere problem solving process where a student directs their thinking, operation and focus and evaluation of their own thinking. Also, the conception of the role of a teacher in problem solving has considerably changed: from a teacher 'teaching' students to solve problems, to the understanding that they only provide support with appropriate questions and direct the students' thinking. [...] The results indicate the need to develop and promote a positive attitude towards problem solving. It is also necessary to organise a learning environment which promotes cooperation among students and allows peer learning. In addition, learning situations, when students describe the problem-solving process, explain the way to solution and justify it, are encouraging a deep understanding of the problems and therefore lead to higher achievements in problem solving. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1