Authors
1 Faculty member of Teacher Training University (Educational Research Institute)
2 Member of the faculty of the University of Teacher Training
3 Member of the faculty of Isfahan University
Abstract
Two experiments were designed to investigate how students use examples and procedures to solve algebra word problems. In the first study the effect of teaching through example and procedure was investigated on the students’ algebra word problem solving performance. Participants were 73 girl students in their 3rd year of math-physics branch, seconda!y school. They were randomly assigned to three groups. The first group was instructed by presenting simple examples, the second group by procedure, whereas the third group was instructed by both procedure and simple example. No significant difference was observed in the performance of the three groups. In Experiment 2, three new conditions consisting of complex example, complex and simple examples, and complex example plus procedure were added to two of the conditions in Study 1, namely simple example condition and procedure condition. The 122 participants in Study 2 had similar characteristics to subjects in the first study. Results indicated that there were statistically significant differences among the five groups. Results show that adding examples at different levels of complexity to procedure improves the capability of students’ problem solving, which is in harmony with empirical and theoretical background.
Keywords
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