id: 06434128
dt: a
an: 2015c.00433
au: Cai, Jinfa; Silber, Steven; Hwang, Stephen; Nie, Bikai; Moyer, John C.;
Wang, Ning
ti: Problem-solving strategies as a measure of longitudinal curricular effects
on student learning.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
2. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 233-240
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: D53 D33
ut: problem solving; open-ended problems; problem-solving strategies;
performance
ci:
li:
ab: Summary: This study examined the longitudinal effects of a middle school
reform mathematics curriculum on students’ open-ended problem solving
in high school. Using assessment data from a large, longitudinal
project, we compared the open-ended problem-solving performance and
strategy use of high school students who had used the Connected
Mathematics Program (CMP) in middle school with that of students who
had used more traditional mathematics curricula. When controlling for
sixth-grade state mathematics test performance, high school students
who had used CMP in middle school had significantly higher scores on a
multipart open-ended problem. In addition, high school students who had
used CMP appeared to have greater success algebraically abstracting the
relationship in the task.
rv: