Title page for etd-0704104-131505


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URN etd-0704104-131505
Author Chien-chi Shih
Author's Email Address chihuang@ms1.supere.com.tw
Statistics This thesis had been viewed 5387 times. Download 1905 times.
Department Education
Year 2003
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title Analysis of Group Problem-solving Process in Mathematics Performance Assessment of Grade Six Elementary School Children
Date of Defense 2004-05-31
Page Count 151
Keyword
  • group problem-solving
  • performance assessment
  • Abstract The purpose of this research is to investigate group problem-solving processes , interactions , and also, the factors that influence the operation on performance assessment. The main points for this study are:
    1.What kind of situation does the model of group problem-solving form?
    2.What situation does the group participate in each process of problem-solving?
    3.What changes do the group participate in each stage of problem-solving after performance assessment?
    4.What influences do manipulatives make on the operation of problem-solving processes?
    5.What do the members think about the method of assessment?
      The method of this research is as follow. The investigators referred to the mathematics textbook (Volume 11) to develop five units of performance assessment. The participants were a group of four 6th grade elementary school children in Kaohsiung. The investigator collected the think-aloud protocols of the group and observed the behaviors from video and recordings. Finally, in order to understand children’s feelings of assessment, the investigator arranged semi-structured interviews. The data was used to prepare chart according to Schoenfeld’s model, also its distribution table, and the ratio of participation.
      The main conclusions of this research are:
    1.The process of group problem-solving is affected by discussions among peers.
    2.The model of process of problem-solving is affected by actually performing and acting out.
    3.The group may or may not be engaged in all stages of problem-solving.
    4.The changes of problem-solving stage for each member were different.
    5.The use of manipulatives affects each problem-solving stage.
    6.Children expressed that they enjoyed group performance assessments.
    Based on results of this study, the investigator highly recommended performance assessment to take place in elementary mathematics classroom.
    Advisory Committee
  • none - chair
  • none - co-chair
  • none - advisor
  • Files
  • etd-0704104-131505.pdf
  • indicate accessible in a year
    Date of Submission 2004-07-04

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