The Effect of Solving Sample Algebra Verbal Problems on Solving Equivalent and Similar Ones in Third  Grade Physics- Math Students of Toviserkan City

Kavoosian, J.; Kadivar, P.; Oreizi, H.R.

doi:10.22055/psy.2002.16475

The Effect of Solving Sample Algebra Verbal Problems on Solving Equivalent and Similar Ones in Third Grade Physics- Math Students of Toviserkan City

Authors

J. Kavoosian ¹

P. Kadivar ²

H.R. Oreizi ³

¹ Faculty member of Educational Research Institute, Tehran Teacher Training University

² Faculty member of Tehran Teacher Training University

³ Faculty member of the Department of Psychology, University of Isfahan

10.22055/psy.2002.16475

Abstract

Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable them to solve equivalent and similar ones. To provide an answer to this question, a research project was designed and carried out in two stages on third grade students in the field of physics - math. The first experiment consisted of selecting 44 third grade physics- math students randomly, and assigning them randonly to an experimental and a control groups. In the exercise phase irrelevant problems were presented to the control group, but the experimental group was presented with relevant problems. Then both groups were presented with equivalent and similar problems as those given to the experimental group during the exercise phase. Analysis of the data indicated that there was not a statisticaly significant difference between the two groups in solving equivalent or similar problems. During the second experiment, 48 third grade physics-math students were selected and assigned to a problem- solving group and an experimental group, randomly. Both groups were presented with relevant problems during the exercise phase of the second experiment. However, during the main phase of the experiment, the problem-solving group could return to the previously taught problems, while the experimental group could not do so. Results showed that the problem-solving group had a higher performane in solving the equivalent problems than the experimental group and the difference in their means was statistically significant. However, no significant difference was found in their means of the similar algebra verbal problems.

Keywords

Algeora verbal prob!ems

equivalent problems

similar problems

Feltovich, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices, cognitive Science, 5, 121-152.
Gick, N. L., & Holyoak, K. J. (1980 a). Analogical problem solving, cognitive Pycholo’, 12, 306-355.
Gick, N. L., & Holyoak, K. J. (1980 b). Schema induction and analogical transfer. cogvitine Pycho!nbi, 15-1-38.
Greeno, J. G. (1983). Forms of undersaudjn in iiiatheniaijcal problem solving. Learning and Motivation in the C’lasroom, (pp. 83-111).
Larkin, J. (1980). Teaching problem solving in physics: The psychological laboratory and the practical classroom. In F. Reif & D. Tuma (Eds.), Problem Solving in education: issues in teaching and research. 1-li: Lawrence Eribaum.
Mayer, R.E. (1981). Frequency norms and structural analyses of algebra story problems into families categories, and templates. Instructonal Science, 10,
135-174.
Reed, S. K. (2000). Problem solving, in A. E. Kazain (Ed), Encyclopedia of psychology (Vol. 8, pp. 71-75). Washny to no Dc. American psychologcal Association and Oxford University Press.
Stephen, K. R. & Cheryl, A. B. (1991). Use of examples and procedures in problem solving. Journal of eXperimental psycho!o learning, memory, and cognition, vol. 17. No. 4.753-766.
Stephen, K. R. Alexandra, D. & Michael. (1985). Usefulness of analogous solutions for solving algebra word problems. Journal of Experimental Psychology, Learning, Memory and Cognition, vol, 11, No, 106-125.
Stephen, K. R. (1987). A structure- mapping mold for word problem. Joim ma! of experimental pschology, learning, memory, and cognition, vol, 1, No. 1,
124-139.
Sweller, J, & Cooper, G.A. (1985). The use of worked exampes as a substitute for problem solving in learning algebra. C’oLnition and instruction. 2. 59-89.