A Working Memory Model Applied to Mathematical Word Problem Solving

Autor/in	Alamolhodaei, Hassan
Titel	A Working Memory Model Applied to Mathematical Word Problem Solving
Quelle	In: Asia Pacific Education Review, 10 (2009) 2, S.183-192 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-009-9023-2
Schlagwörter	Cognitive Style; Instructional Effectiveness; Problem Solving; Short Term Memory; Word Problems (Mathematics); Mathematics Anxiety; Early Adolescents; Females; Mathematics Skills; Correlation + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Unterrichtserfolg; Problemlösen; Kurzzeitgedächtnis; Textaufgabe; Weibliches Geschlecht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Korrelation
Abstract	The main objective of this study is (a) to explore the relationship among cognitive style (field dependence/independence), working memory, and mathematics anxiety and (b) to examine their effects on students' mathematics problem solving. A sample of 161 school girls (13-14 years old) were tested on (1) the Witkin's cognitive style (Group Embedded Figure Test) and (2) Digit Span Backwards Test, with two mathematics exams. Results obtained indicate that the effect of field dependency, working memory, and mathematics anxiety on students' mathematical word problem solving was significant. Moreover, the correlation among working memory capacity, cognitive style, and students' mathematics anxiety was significant. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10