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, 38 (2019) 3, S.327-338 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xiao, Feiya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2019.1598507
Schlagwörter	Problem Solving; Literacy; Numeracy; Competence; Skills; Mathematics Skills; Reading Skills; Adults; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Problemlösen; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Kompetenz; Skill; Fertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01