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Assessing Algebraic Solving Ability: A Theoretical Framework  [cached]
Lim Hooi Lian,Wun Thiam Yew
International Education Studies , 2012, DOI: 10.5539/ies.v5n6p177
Abstract: Algebraic solving ability had been discussed by many educators and researchers. There exists no definite definition for algebraic solving ability as it can be viewed from different perspectives. In this paper, the nature of algebraic solving ability in terms of algebraic processes that demonstrate the ability in solving algebraic problem is discussed. A theoretical framework of algebraic solving ability was formulated based on three phases of algebraic processes, historical development of algebra and SOLO model (Structured of the Observed Learning Outcome). The three phases of algebraic processes included investigating the pattern by collecting the numerical data, representing and generalizing the pattern into a table and an equation, and interpreting and applying the equation to the related or new situation. There are four levels (unistructural, multistructural, relational and extended abstract) of structure response of SOLO model that had been applied to assess students’ algebraic solving ability incorporate two content domains of algebraic equation, namely direct variation and inverse variation.
An Empirical Study On Higher Secondary Students Problem Solving Ability  [PDF]
Sivakama Sundari. T And Kulasekara Perumal Pillai. S
Golden Research Thoughts , 2013, DOI: 10.9780/22315063
Abstract: The study was intended to find out the Problem solving ability of Higher Secondary Students inKanchipuram District, Tamil Nadu, India. Problem solving ability scale was constructed and standardized bySharmila V. and Nagasubramani P.C (2011), have been administered to a random sample of 950 students studying inHigher Secondary Schools. The result revealed that the level of Problem solving ability of Higher SecondaryStudents is low, male and female students caused significant difference and rural and urban area students, arts andscience group students caused no significant difference in respect of their Problem solving ability.
An Empirical Method for Solving (rigorously!) Algebraic Functional Equations Of the Form F(P(x,t), P(x,1),x,t)=0  [PDF]
Ira M. Gessel,Doron Zeilberger
Mathematics , 2014,
Abstract: We present an empirical-yet-rigorous approach for solving a wide class of functional equations, thereby automating many results that previously required considerable human ingenuity and human labor.
The Examining Mathematical Word Problems Solving Ability under Efficient Representation Aspect
Maryam Sajadi,Parvaneh Amiripour,Mohsen Rostamy-Malkhalifeh
Mathematics Education Trends and Research , 2013, DOI: 10.5899/2013/metr-00007
Abstract: Word problem solving is complex process for students. Efficient instruction of word problem solving needed to efficient strategies. One of these strategies is using representation. Some students apply key words or numbers only but when they face complex word problems then they cannot apply the keywords. Therefore teachers have to teach efficient strategy such as representation. In this research is tried whether using efficient representation can lead to efficient solution. Through cluster sampling method, forty one students are selected at girly elementary school. Through math exam, their solutions are studied. Through Spearman test, results indicate that there is significant relation between efficient representation and efficient word problem solving ability. At second grade, students have used of representation, have gotten to high means and inverse, students have not used of representation, have not gotten to high means. Therefore there is significant and direct relation between efficient representation and efficient word problem solving ability.
Impact of the Curriculum Reform on Problem Solving Ability in Chemistry: An Ex Post Facto Study on Chemistry Education Students
DA Kidanemariam
African Journal of Chemical Education , 2012,
Abstract: An ex post facto study was conducted to examine the effect of the curriculum reform on 60 Dilla University chemistry education students’ problem solving ability. The study shows that the curriculum reform that shifted university introductory courses of the old curriculum into preparatory school levels in the new curriculum significantly hampered students’ problem solving ability.
A Preliminary Analysis of Students’ Problem-Posing Ability and its Relationship to Attitudes Towards Problem Solving
Effandi Zakaria,Norulbiah Ngah
Research Journal of Applied Sciences, Engineering and Technology , 2011,
Abstract: The purpose of this study was to identify students’ problem-posing ability and students' attitude towards problem solving. In addition, this study will also determine the relationship between students’ problemposing ability and attitude towards problem solving. The sample consisted of 35 form 4 secondary school students. Two instruments were used: the Mathematical Problem-Posing instrument and the Attitudes towards Problem Solving instrument. The results revealed that students are capable of posing a 'Due Problem "better than" Uno Problem'. Perseverance and confidence were moderate, while the dimensions of willingness were at a high level. The findings also found no correlation between students’ problem-posing ability and students' attitude towards problem solving.
Review of Several Variables of Characteristics of the Students in Physical Education and Sport Department of Ahi Evran University and the Ability of Problem Solving  [PDF]
Journal of Kirsehir Education Faculty , 2009,
Abstract: The aim of this survey is; to identify the characteristics of students’ studying in Physical Education and Sport Department ofAhi Evran University through problem solving test and to specify whether students differentiate according to independent variables obtained from personal variables and to reveal relation between students’ ability of problem solving and their characteristics. Totally, 181 students, whom were selected randomly among the students studying in Physical Education and Sport Department of Ahi Evran University voluntarily participated in this survey. In this survey, Personal Data Form, Problem Solving Inventory and Edwards Personal Preference Inventory (EPPS) were used as a means of data collection. In addition to this, the correlation of the results between inventories points out that positive personal characteristic affects students’ ability of problem solving in a positive way.
Cognition-emotion interactions: patterns of change and implications for math problem solving  [PDF]
Kelly Trezise,Robert A. Reeve
Frontiers in Psychology , 2014, DOI: 10.3389/fpsyg.2014.00840
Abstract: Surprisingly little is known about whether relationships between cognitive and emotional states remain stable or change over time, or how different patterns of stability and/or change in the relationships affect problem solving abilities. Nevertheless, cross-sectional studies show that anxiety/worry may reduce working memory (WM) resources, and the ability to minimize the effects anxiety/worry is higher in individuals with greater WM capacity. To investigate the patterns of stability and/or change in cognition-emotion relations over time and their implications for problem solving, 126 14-year-olds’ algebraic WM and worry levels were assessed twice in a single day before completing an algebraic math problem solving test. We used latent transition analysis to identify stability/change in cognition-emotion relations, which yielded a six subgroup solution. Subgroups varied in WM capacity, worry, and stability/change relationships. Among the subgroups, we identified a high WM/low worry subgroup that remained stable over time and a high WM/high worry, and a moderate WM/low worry subgroup that changed to low WM subgroups over time. Patterns of stability/change in subgroup membership predicted algebraic test results. The stable high WM/low worry subgroup performed best and the low WM capacity-high worry “unstable across time” subgroup performed worst. The findings highlight the importance of assessing variations in cognition-emotion relationships over time (rather than assessing cognition or emotion states alone) to account for differences in problem solving abilities.
Assessing competency in Evidence Based Practice: strengths and limitations of current tools in practice
Dragan Ilic
BMC Medical Education , 2009, DOI: 10.1186/1472-6920-9-53
Abstract: Only two validated assessment tools have been developed to specifically assess all aspects of EBP competence. Of the two tools (Berlin and Fresno tools), only the Fresno tool comprehensively assesses EBP competency across all relevant domains. However, both tools focus on assessing EBP competency in medical students; therefore neither can be used for assessing EBP competency across different health disciplines. The Objective Structured Clinical Exam (OSCE) has been demonstrated as a reliable and versatile tool to assess clinical competencies, practical and communication skills. The OSCE has scope as an alternate method for assessing EBP competency, since it combines assessment of cognitive skills including knowledge, reasoning and communication. However, further research is needed to develop the OSCE as a viable method for assessing EBP competency.Demonstrating EBP competence is a complex task – therefore no single assessment method can adequately provide all of the necessary data to assess complete EBP competence. There is a need for further research to explore how EBP competence is best assessed; be it in written formats, such as the Fresno tool, or another format, such as the OSCE. Future tools must also incorporate measures of assessing how EBP competence affects clinician behaviour and attitudes as well as clinical outcomes in real-time situations. This research should also be conducted across a variety of health disciplines to best inform practice.Competence can broadly be defined as a concept that incorporates a variety of domains including knowledge, skills and attitudes. [1] Health professionals may demonstrate overall competence in their relevant discipline via a four step process including; (1) knowledge, (2) competence (specific to the task), (3) performance, and (4) action. [2] Apart from knowledge, skills and attitudes, competence also incorporates a health professional's problem solving skills (e.g. ability to critically think and apply clinical reaso
Lame equation in the algebraic form  [PDF]
Yoon Seok Choun
Mathematics , 2013,
Abstract: Lame equation arises from deriving Laplace equation in ellipsoidal coordinates; in other words, it's called ellipsoidal harmonic equation. Lame functions are applicable to diverse areas such as boundary value problems in ellipsoidal geometry, chaotic Hamiltonian systems, the theory of Bose-Einstein condensates, etc. In this paper I will apply three term recurrence formula [arXiv:1303.0806] to the power series expansion in closed forms of Lame function in the algebraic form(infinite series and polynomial) and its integral forms including all higher terms of A_n's. I will show how to transform power series expansion of Lame function to an integral formalism mathematically for cases of infinite series and polynomial. One interesting observation resulting from the calculations is the fact that a Gauss Hypergeometric function recurs in each of sub-integral forms: the first sub-integral form contains zero term of A_n's, the second one contains one term of A_n's, the third one contains two terms of A_n's, etc. Section 6 contains additional examples of application in Lame function. This paper is 6th out of 10 in series "Special functions and three term recurrence formula (3TRF)". See section 7 for all the papers in the series. Previous paper in series deals with the power series expansion of Mathieu function and its integral formalism [arXiv:1303.0820]. The next paper in the series describes the power series and integral forms of Lame equation in the Weierstrass's form and its asymptotic behaviors [arXiv:1303.0878].
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