Browse > Article
http://dx.doi.org/10.7468/jksmee.2012.26.2.221

Decision Making from the 5th Grade' III-Structured Problem of Data Analysis  

Kim, Min-Kyeong (Ewha Womans University)
Lee, Ji-Young (Ewha Womans University)
Hong, Jee-Yun (Ewha Womans University)
Joo, Hyun-Jung (Ewha Womans University)
Publication Information
Communications of Mathematical Education / v.26, no.2, 2012 , pp. 221-249 More about this Journal
Abstract
The purpose of this study is to investigate students decision-making progress through ill-structured problem solving process. For this study, 25 fifth graders in an elementary school were observed by applying ABCDE model (Analyze - Browse - Create - Decision making - Evaluate), and analyzed their decision-making progress analyzing framework which follows 3 steps - making their own decision, discussing/revising with peers, and lastly decision making/solving problem. Upper two groups with better performance in ill-structured problem solving model among 6 groups showed active discussion in group and decision making process with 3 steps (making their own decision, discussing/revising with peers). Even though their decisions are not good-fit to mathematical reasoning result, development and application of ill-structured problems would bring better ability of high level thinking and problem solving to students.
Keywords
ill-structured problem; decision making; probability & statistics;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 교육과학기술부 (2008). 초튜학교 교육과정 해설 (IV)- 수학, 과학, 실과. 서울; 대한교과서 주식회사.
2 교육인적자원부 (2007) 초등학교 교육과정. 교육인적자원부.
3 김경희 . 백희수 (2010). 비와 비율 영역에 대한 우리나라와 싱가포르 교육과정 및 교과서 비교 -TIMSS 평가목표와 공개문항을 중심으로, 학교수학. 12(4), 473-491.
4 김민경. 이지영. 홍지연. 김은경 (2011) 초등학교 수학교과서에서 나타난 '문제'의 비구조성(ill-structured)에 관한 연구, 학습자중심교과교육연구，11(2), 1-21.
5 김성동 (2001). PISA 2000 수학 평가 결과 분석 연구. 서울. 한국교육과정평가원.
6 임해미. 김수진. 김경희 (2012). 국가수준 학업성취도 평가와 국제 학업성취도 평가의 연계를 통한 우리나라 학생들의 수학 성취 특성 분석, 수학교육학연구, 22(1), 1-22.
7 한국교육과정평가원 (2004). 교사, 수업, 그리고 학생 성취: TIMSS 1999 결과를 중심으로. 서울. 선명인쇄주식회사.
8 한국교육과정평가원 (2007). PTSA 2006 결과 분석 연구: 과학적 소양, 읽기 소양, 수학적 소양 수준 및 배경 변인 분석, 연구보고 RRE 2007-1.
9 Bransford, J. D. (1994). Who yz gonna call? Thoughts about teaching problem solbing. In P. Hallinger, K. Lithwood，& J. Murphy (Eds), Cognitive perspectives on edumtional leadership. New York: Teachers College Press.
10 Bransford, J. D., & Stein, B. S. (1983). The IDEAL problem solver: A guide for improving thinking, leaming, and creativity. New York: Freeman.
11 Chi, M. T. H., & Glaser, R. (1985). Problem solving ability. In R. J. Stemberg (Ed.), Human abilities: An irifomation processing approach. NY W. H. Freeman.
12 Ge, X., & Land, S. M. (2003). Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Techrwlogy Research and Development, 51 (1),21-38.   DOI   ScienceOn
13 Ge, X., & Land, S. M. (2004). A conceptual Framework for scaffolding ill-structured problem-solving proceses using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5-22.   DOI   ScienceOn
14 Gick, M. L. (1986). Problem-solving strategies. Educational Psychologist, 21, 99-120.   DOI
15 Goos, M. (2004). Learning mathematics in a classroom community of inquiry. Journal for Research in Mathematics Education, 35(4), 258-291   DOI
16 Greeno, J. (1978). Natures of problem-solving abilities. In W. Estes (Ed.), Handbook of learning and cognitive processes (pp. 239-270). Hillsdale, NJ: Lawrence Erlbaum Associates.
17 Hong, N. S. (1999). The relationShip between well-structured and ill-structured problem solving in multimedia simulation. The Pennsylvania State University.
18 Sinnott, J. D. (1972). A model for solution of ill-structured problems: Implications for everyday and abstract problem solving. In J. D. Sinnott (Ed.), Everyday problem solving: Theory and application (pp.72-99). New York: Praeger.
19 Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94.   DOI   ScienceOn
20 Newell, A., & Simon, H. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice Hall.
21 Spiro, R. J., Coulson, R. L., Feltovich, P. J., & Anderson, D. K (1988). Cognitive flexibility theory: Advanced knawledge acquisition in ill-structured domains. Tech Report No. 441. Champaign, IL: University of Illinois, Center for the Study of Reading.
22 Spiro, R. J., Vispoel, W., Schmitz, j., Samarapungavan, A., & Boerger, A. (1987). Knowlege acquisition for application: Cognitive flexibility and transfer in complex content domains. In B. C. Britton (Ed.), Executive control processes. Hillsdale, NJ: Lawrence Erlbaum Associates.
23 Stillman, G. A., & Galbraith, P. L. (1998). Applying mathematics with real world connections: Matacognitive characteristics of secondary students. Educational Studies in Mathematics, 36, 157-189.   DOI   ScienceOn
24 Wood, P. K (1983). Inquiring systems and problem structures: Implications for cognitive development. Human Development, 26, 249-265.   DOI
25 Wood, T. (1999). Creating a context for argument in mathematics class. Journal for Research in Mathematics Education, 30(2), 171-191   DOI   ScienceOn
26 Venville, G., Rennie, L., & Wallace, J. (2004). Decision making an sources of knowlege: How students tackle integrated tasks in science, technology and mathematics. Research in Science Education, 34, 115-135.   DOI