Ng Swee Fong

DOI: Vol.15(No.4) 311-325, 2011

In this paper I propose that teaching students the most efficient method of problem solving may curtail students`` creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students`` responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.

Problem solving heuristics, algebraic word problems, letter-symbolic algebra

Patkin Dorit , Plaksin Olga

DOI: Vol.15(No.4) 327-340, 2011

In this paper we propose an inquiry task on the subject of congruent triangles. The task deals with conditions that are sufficient for congruency, and conditions that are insufficient. The aim of the task is to find the minimal number of identical components in two triangles that is sufficient to ensure congruency.

Sufficient condition, necessary condition, congruent triangles, inquiry task

Liu Chun Yi , Cheo Shu Tin

DOI: Vol.15(No.4) 341-355, 2011

A research group consisting of some mathematics education scholars and school teachers has been formed to build a website which intended to combine both theories and practices of mathematical teaching since 2002. There were three working stages: video-tapping realistic math teaching, developing video discs of different themes, and designing e-earning. The group members learned knowledge of teaching by actual participating. On the other hand, the products enabled the audience to get professional development in knowledge of both mathematics and teaching. Management process of this group and effects upon the participants and users will be presented and discussed in this paper.

Professional development, mathematics education for elementary school

Huang Xing Feng , Cheng Long Hai

DOI: Vol.15(No.4) 357-371, 2011

In mathematical problem solving, students may make various errors. In order to draw useful lessons from the errors, and then correct them, we surveyed 24 eighth-grade students` performances in geometrical problem solving according to Casey`s hierarchy of errors. It was found that: 1. Students`` effect can lead to errors at the stage of "comprehension", "strategy selection", and "skills manipulation"; and 2. Students`` geometric schemas also influenced their strategy selection".

Geometrical problem solving, motivation, beliefs, schemas

Alamolhodael Hassan , Hedayat Panah Ahmad , Radmehr Farzad

DOI: Vol.15(No.4) 373-384, 2011

Students approach mathematical problem solving in fundamentally different ways, particularly problems requiring conceptual understanding and complicated strategies. The main objective of this study is to compare students` performance with different thinking styles (Field-dependent vs. Field independent) in mathematical problem solving. A sample of 242 high school males and females (17-18 years old) were tested based on the Witkin`s cognitive style (Group Embedded Figure Test) and by a math exam designed in accordance with Bloom`s Taxonomy of cognitive level. The results obtained indicated that the effect of field dependency on student`s mathematical performance was significant. Moreover, field-independent (Fl) students showed more effective performance than field-dependent (FD) ones in math tasks. Male students with H styles achieved higher results compared to female students with FD cognitive style. Moreover, H students experienced few difficulties than FD students in Bloom`s Cognitive Levels. The implications of these results emphasize that cognitive predictor variables (H vs. FD) could be challenging and rather distinctive factor for students` achievement.

Cognitive style, field-dependent/field-independent, mathematical mistakes