Learning Achievement in Solving Word-Based Mathematical Questions through a Computer-Assisted Learning System

• Published in: Educational technology & society Vol. 15; no. 1; pp. 248 - 259
• Main Authors: Huang, Tzu-Hua, Liu, Yuan-Chen, Chang, Hsiu-Chen
• Format: Journal Article
• Language: English
• Published: Palmerston North International Forum of Educational Technology & Society 01.01.2012
• Subjects: Academic achievement; Addition; Arithmetic; Arithmetic mean; CAI; Childrens mathematics puzzles; Computer Assisted Instruction; Computers; Control Groups; Copyrights; Covariance; Dependent Variables; Educational aspects; Educational Methods; Educational Strategies; Educational technology; Elementary Education; Elementary School Mathematics; Elementary School Students; Elementary Schools; Experimental Groups; Foreign Countries; Full Length Articles; Grade 2; Grade 3; Influence of Technology; Instructional Design; Learner Engagement; Learning; Learning Motivation; Learning Processes; Low Achievement; Management; Mathematical analysis; Mathematical Concepts; Mathematical problems; Mathematical tables; Mathematics; Mathematics Education; Mathematics Instruction; Mathematics Skills; Mathematics Teachers; Methods; Oral Interpretation; Predictor Variables; Pretests Posttests; Problem Based Learning; Problem Solving; Remedial Instruction; Statistical Analysis; Students; Subtraction; Taiwan; Technology application; Taiwan
• ISSN: 1176-3647; 1436-4522; 1436-4522

This study developed a computer-assisted mathematical problem-solving system in the form of a network instruction website to help low-achieving second- and third-graders in mathematics with word-based addition and subtraction questions in Taiwan. According to Polya's problem-solving model, the system is designed to guide these low-achievers through the parts of the problem-solving process that they often ignore. The situations of verbal questions are visualised to walk the students through the course of thinking so they can solve the question with proper understanding of its meaning. We found that the mathematical problem-solving ability of experiment group students was significantly superior to that of control group students. Most of the participants were able to continue the practice of solving word-based mathematical questions, and their willingness to use the system was high. This indicates that the computer-assisted mathematical problem solving system can serve effectively as a tool for teachers engaged in remedial education.