VStops

A thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy

Nasarudin Abdullah, Lilia Halim, Effandi Zakaria

Research output: Contribution to journalArticle

17 Citations (Scopus)

Abstract

This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N=96) received the VStops approach in teaching and learning of mathematical word problem solving, while the control group (N=97) received the conventional approach. Five instruments were used to collect the data: the achievement test, conceptual knowledge test, metacognitive awareness questionnaire, problem-solving strategies awareness questionnaire, and attitudes toward mathematical word problem-solving questionnaire. Pre and posttest data were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). Overall, the study found that the VStops approach had a positive impact on achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving.

Original languageEnglish
Pages (from-to)165-174
Number of pages10
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume10
Issue number3
DOIs
Publication statusPublished - 2014

Fingerprint

Word problem
literacy
Questionnaire
Students
Analysis of variance (ANOVA)
analysis of variance
questionnaire
Multivariate Analysis of Variance
student
achievement test
Analysis of variance
Vision
Strategy
multivariate analysis
Univariate
Awareness
primary school
Teaching
Group
learning

Keywords

  • Mathematical word problems
  • Thinking strategy approach
  • Visual representation approach

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

Cite this

@article{340342123936470e8f8a4110340c281f,
title = "VStops: A thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy",
abstract = "This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N=96) received the VStops approach in teaching and learning of mathematical word problem solving, while the control group (N=97) received the conventional approach. Five instruments were used to collect the data: the achievement test, conceptual knowledge test, metacognitive awareness questionnaire, problem-solving strategies awareness questionnaire, and attitudes toward mathematical word problem-solving questionnaire. Pre and posttest data were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). Overall, the study found that the VStops approach had a positive impact on achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving.",
keywords = "Mathematical word problems, Thinking strategy approach, Visual representation approach",
author = "Nasarudin Abdullah and Lilia Halim and Effandi Zakaria",
year = "2014",
doi = "10.12973/eurasia.2014.1073a",
language = "English",
volume = "10",
pages = "165--174",
journal = "Eurasia Journal of Mathematics, Science and Technology Education",
issn = "1305-8215",
publisher = "Moment Publications",
number = "3",

}

TY - JOUR

T1 - VStops

T2 - A thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy

AU - Abdullah, Nasarudin

AU - Halim, Lilia

AU - Zakaria, Effandi

PY - 2014

Y1 - 2014

N2 - This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N=96) received the VStops approach in teaching and learning of mathematical word problem solving, while the control group (N=97) received the conventional approach. Five instruments were used to collect the data: the achievement test, conceptual knowledge test, metacognitive awareness questionnaire, problem-solving strategies awareness questionnaire, and attitudes toward mathematical word problem-solving questionnaire. Pre and posttest data were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). Overall, the study found that the VStops approach had a positive impact on achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving.

AB - This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N=96) received the VStops approach in teaching and learning of mathematical word problem solving, while the control group (N=97) received the conventional approach. Five instruments were used to collect the data: the achievement test, conceptual knowledge test, metacognitive awareness questionnaire, problem-solving strategies awareness questionnaire, and attitudes toward mathematical word problem-solving questionnaire. Pre and posttest data were analyzed using multivariate analysis of variance (MANOVA) followed by univariate analysis of variance (ANOVA). Overall, the study found that the VStops approach had a positive impact on achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving.

KW - Mathematical word problems

KW - Thinking strategy approach

KW - Visual representation approach

UR - http://www.scopus.com/inward/record.url?scp=84903885256&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84903885256&partnerID=8YFLogxK

U2 - 10.12973/eurasia.2014.1073a

DO - 10.12973/eurasia.2014.1073a

M3 - Article

VL - 10

SP - 165

EP - 174

JO - Eurasia Journal of Mathematics, Science and Technology Education

JF - Eurasia Journal of Mathematics, Science and Technology Education

SN - 1305-8215

IS - 3

ER -