### 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 language | English |
---|---|

Pages (from-to) | 165-174 |

Number of pages | 10 |

Journal | Eurasia Journal of Mathematics, Science and Technology Education |

Volume | 10 |

Issue number | 3 |

DOIs | |

Publication status | Published - 2014 |

### Fingerprint

### Keywords

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

### ASJC Scopus subject areas

- Education
- Applied Mathematics

### Cite this

*Eurasia Journal of Mathematics, Science and Technology Education*,

*10*(3), 165-174. https://doi.org/10.12973/eurasia.2014.1073a

**VStops : A thinking strategy and visual representation approach in mathematical word problem solving toward enhancing STEM literacy.** / Abdullah, Nasarudin; Halim, Lilia; Zakaria, Effandi.

Research output: Contribution to journal › Article

*Eurasia Journal of Mathematics, Science and Technology Education*, vol. 10, no. 3, pp. 165-174. https://doi.org/10.12973/eurasia.2014.1073a

}

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

AN - SCOPUS:84903885256

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 -