Insights on upper elementary Lebanese students' and teachers' beliefs about model-eliciting tasks in a school that bases its instruction on problem solving (Record no. 20481)

MARC details
000 -LEADER
fixed length control field 03529nam a2200253Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
fixed length control field 180910s9999 xx 000 0 und d
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Al-Nsouli, Sevine Ziad
Miscellaneous information Master
245 10 - TITLE STATEMENT
Title Insights on upper elementary Lebanese students' and teachers' beliefs about model-eliciting tasks in a school that bases its instruction on problem solving
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. American University of Beirut - Faculty of Arts and Sciences - Department of Education
Date of publication, distribution, etc. 2007
300 ## - PHYSICAL DESCRIPTION
Extent 184 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. The purpose of the study was to investigate the views of fifth and sixth grade s tudents and teachers, in a Lebanese school that bases its mathematics instructio n on problem solving, about problem solving activities. Specifically it examines whether upper elementary Lebanese students and teachers in such schools conside r model-eliciting tasks as legitimate mathematical problem solving activities, b y answering three research questions: (1) What kinds of tasks do they consider t o be legitimate problem solving activities? (2) What criteria do they use to ide ntify a problem solving activity? (3) What are the similarities and differences between the students and teachers' views about problem solving activities? To determine the kinds of tasks upper elementary Lebanese students and teachers in such schools consider problem solving activities, a task sorting activity was given to six fifth and six sixth grade students and their corresponding teacher on an individual basis. To determine the criteria used to identify a problem so lving activity, two coders analyzed participants' responses to the semi-structur ed interviews constructed by the researcher using Kloosterman and Stage's belief scales (1992) and Fennema & Sherman' usefulness of mathematics scale (1979). To determine similarities and differences, if any, between upper elementary Lebane se students and teachers' views about problem solving activities, in such school s, students and their teacher's task sort and their criteria identification were compared in each grade level. Results suggest that the kind of tasks upper elementary Lebanese students and te achers in such classrooms consider as legitimate problem solving activities are tasks that entail real life problem situations, that require high level thinking , that involve more than one problem solving strategy and that allow representat ion and modeling of problem situations. Through performing a chi-square test, a significant difference was found between the criteria used by teachers versus th e criteria used by students for identifying problem solving activities in the st udy. However results also showed that the way students and teachers sorted the t asks was more similar than the criteria they used. Based on these results, impli cations for practice for teachers, professional developers and curriculum ...
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element حل المشكلات
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle primaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Elementary Education
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Problem Solving
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Résolution de problèmes
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الابتدائية
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/151%2C316%2C316%2CB/frameset&FF=X%28education+and+depa">http://library.aub.edu.lb/search~S1?/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z/X%28education+and+department%29&Da=1999&Db=2016&SORT=D&m=y&m=z&SUBKEY=%28education+and+department%29/151%2C316%2C316%2CB/frameset&FF=X%28education+and+depa</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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