A Study on K5 students’ mathematical problem solving based on Revised Bloom Taxonomy and psychological factors contribute to it

• Fardin, Diana ^[1] ; Radmehr, Farzad ^[1]
  1. [1] Ferdowsi University of Mashhad

     Ferdowsi University of Mashhad

     Irán

     
• Localización: European Journal of Child Development, Education and Psychopathology, ISSN-e 2530-0776, ISSN 2340-924X, Vol. 1, Nº. 1, 2013, págs. 97-123
• Idioma: inglés
• DOI: 10.30552/ejpad.v1i3.8
• Títulos paralelos:
  • Un estudio sobre el problema matemático de los estudiantes de K5' basado en la solución de Revisado Bloom Taxonomía y factores psicológicos contribuyen a ella
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    En este estudio, Taxonomía revisada de Bloom (TRB) fue utilizado como una piedra de toque para la obtención de un perfil del problema matemático de los estudiantes de K5' de problemas en diferentes procesos cognitivos y niveles de conocimiento. Además, la relación entre el problema matemático de los estudiantes de problemas y factores psicológicos (por ejemplo ansiedad Matemáticas, Matemáticas Actitud, Matemáticas Atención, capacidad de memoria de trabajo y el estilo cognitivo) se ha discutido a través del lente de la TRB. Un total de 212 niñas K5 (entre 11-12 años de edad) fueron probados en (1) preguntas K5 Matemáticas basado en la RBT, (2), el estilo cognitivo (FD/FI) Prueba Digit Span Prueba revés (DBT) (3), (4) Matemáticas Anxiety Rating Scale, (5) Modificado Fennema-Sherman Attitude Scales, (6) Prueba de Matemáticas de Atención. Los datos de esta investigación se analizó mediante MANOVA repite medida, modelos lineales generales y las barras de error gráficos de SPSS (Statistical Package for Social Sciences) de software. Los resultados obtenidos indican que los estudiantes tienen serias dificultades para resolver problemas de conocimiento metacognitivas y las preocupaciones de proceso cognitivo complejo. Por otra parte, los factores psicológicos en cuestión podrían predecir la resolución de problemas matemáticos en diferentes procesos cognitivos y niveles de conocimiento. En general, estos resultados podrían ayudar a proporcionar algunas implicaciones prácticas p

  • English

    In this study, Revised Bloom’s Taxonomy (RBT) was used as a touchstone for obtaining a profile of K5 students’ mathematical problem solving in different cognitive process and levels of knowledge. In addition, the relationship between students’ mathematical problem solving and psychological factors (i.e. Mathematics Anxiety, Mathematics Attitude, Mathematics Attention, Working Memory Capacity and Cognitive Style) has been discussed through the lens of RBT. A total 212 K5 girls (aged 11-12 years old) were tested on (1) K5 Mathematics questions based on RBT, (2) Digit Span Backwards Test (DBT), (3) Cognitive style (FD/FI) test, (4) Mathematics Anxiety Rating Scale, (5) Modified Fennema-Sherman Attitude Scales, (6) Mathematics Attention Test. Data of this research was analyzed by MANOVA repeated measure, General Linear models and graphs error bars from SPSS (Statistical Package for the Social Sciences) software. Obtained results indicate that students’ have serious difficulties in solving Metacognitive knowledge problems and those concern to complex cognitive process. Moreover, psychological factors in question could predict Mathematical problem solving in different cognitive process and levels of knowledge. Overall, these findings could help to provide some practical implications for adapting problem solving skills and effective teaching/learning.

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