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Cross-cultural comparisons: The word...

Chen, Jen-Jen.

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Cross-cultural comparisons: The word problem-solving abilities of second-grade students from Taiwan and the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cross-cultural comparisons: The word problem-solving abilities of second-grade students from Taiwan and the United States./
Author:	Chen, Jen-Jen.
Description:	84 p.
Notes:	Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2528.
Contained By:	Dissertation Abstracts International58-07A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9800442
ISBN:	9780591494938

Cross-cultural comparisons: The word problem-solving abilities of second-grade students from Taiwan and the United States.
Chen, Jen-Jen.

Cross-cultural comparisons: The word problem-solving abilities of second-grade students from Taiwan and the United States. - 84 p.

Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2528.

Thesis (Ph.D.)--University of California, Santa Barbara, 1997.

The present study compared three kinds of knowledge underlying word problem solving processes for second-grade students from Taiwan and the United States. Multiple interview tasks were designed to assess different kinds of problem solving knowledge as suggested by Mayer's Analysis of Mathematical Problem Solving (1983). Our analyses indicated that Chinese and American children differed in schematic knowledge, and procedural knowledge for three phases of word problem solving. In addition, Chinese students possessed better integration of all three types of knowledge than their American counterparts. Our analyses implied that mathematics instruction might critically affect children's various kinds of knowledge for word problem solving, thus attributing to national differences in mathematics achievement.

ISBN: 9780591494938Subjects--Topical Terms:

517650
Educational psychology.

Cross-cultural comparisons: The word problem-solving abilities of second-grade students from Taiwan and the United States.
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100 1 $a Chen, Jen-Jen. $3 3184651
245 1 0 $a Cross-cultural comparisons: The word problem-solving abilities of second-grade students from Taiwan and the United States.
300 $a 84 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-07, Section: A, page: 2528.
500 $a Chairperson: Mary E. Brenner.
502 $a Thesis (Ph.D.)--University of California, Santa Barbara, 1997.
520 $a The present study compared three kinds of knowledge underlying word problem solving processes for second-grade students from Taiwan and the United States. Multiple interview tasks were designed to assess different kinds of problem solving knowledge as suggested by Mayer's Analysis of Mathematical Problem Solving (1983). Our analyses indicated that Chinese and American children differed in schematic knowledge, and procedural knowledge for three phases of word problem solving. In addition, Chinese students possessed better integration of all three types of knowledge than their American counterparts. Our analyses implied that mathematics instruction might critically affect children's various kinds of knowledge for word problem solving, thus attributing to national differences in mathematics achievement.
590 $a School code: 0035.
650 4 $a Educational psychology. $3 517650
650 4 $a Mathematics education. $3 641129
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710 2 0 $a University of California, Santa Barbara. $3 1017586
773 0 $t Dissertation Abstracts International $g 58-07A.
790 $a 0035
791 $a Ph.D.
792 $a 1997
793 $a English
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