THE EFFECT OF SOLVING SAMPLE ALGEBRA VERBAL PROBLEMS ON SOLVING EQUIVALENT AND SIMILAR ONES IN THIRD GRADE PHYSICS- MATH STUDENTS OF TOVISERKAN CITY

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KAVOOSIAN J.; KADIVAR P.; AREIZI H.R.

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Journal: JOURNAL OF EDUCATION AND PSYCHOLOGY Year:2002 | Volume:9 | Issue:1-2 Page(s): 107-130

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Title

THE EFFECT OF SOLVING SAMPLE ALGEBRA VERBAL PROBLEMS ON SOLVING EQUIVALENT AND SIMILAR ONES IN THIRD GRADE PHYSICS- MATH STUDENTS OF TOVISERKAN CITY

Author(s)

KAVOOSIAN J. | KADIVAR P. | AREIZI H.R. | Issue Writer Certificate

Keywords

ALGEBRA VERBAL PROBLEMSQ4

EQUIVALENT PROBLEMSQ4

SIMILAR PROBLEMSQ4

Abstract

Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has compared equivalent and similar algebra problems classified as work, combination and distance problems. A question of interest has been whether presenting students with samples of solved ALGEBRA VERBAL PROBLEMS will enable them to solve equivalent and similar ones. To provide answer to this question, a research project was designed and carried out in two stages on third grade students in the' field of physics - math. The first experiment consisted of selecting 44 third grade physics- math students randomly, and assigning them randomly to an experimental and a control groups. In the exercise phase irrelevant problems were presented to the, control group, but the experimental group was presented with relevant problems.Then both groups were presented with equivalent and SIMILAR PROBLEMS as those given to the experimental group during the exercise phase. Analysis of the data indicated that there was not a statistically significant difference between the two groups in solving equivalent or SIMILAR PROBLEMS. During the second experiment, 48 third grade physics-math students were selected and assigned to a problem- solving group and an experimental group, randomly.Both groups were presented with relevant problems during the exercise phase of the second experiment. However, during the main phase of the experiment, the problem-solving group could return to the previously taught problems, while the experimental group could not do so. Results showed that the problem-solving group had a higher performance in solving the EQUIVALENT PROBLEMS than the experimental group and the difference in their means was statistically significant. However, no significant difference was found in their means of the similar ALGEBRA VERBAL PROBLEMS.

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APA: Copy

KAVOOSIAN, J., KADIVAR, P., & AREIZI, H.R.. (2002). THE EFFECT OF SOLVING SAMPLE ALGEBRA VERBAL PROBLEMS ON SOLVING EQUIVALENT AND SIMILAR ONES IN THIRD GRADE PHYSICS- MATH STUDENTS OF TOVISERKAN CITY. JOURNAL OF EDUCATION AND PSYCHOLOGY, 9(1-2), 107-130. SID. https://sid.ir/paper/8801/en

Vancouver: Copy

KAVOOSIAN J., KADIVAR P., AREIZI H.R.. THE EFFECT OF SOLVING SAMPLE ALGEBRA VERBAL PROBLEMS ON SOLVING EQUIVALENT AND SIMILAR ONES IN THIRD GRADE PHYSICS- MATH STUDENTS OF TOVISERKAN CITY. JOURNAL OF EDUCATION AND PSYCHOLOGY[Internet]. 2002;9(1-2):107-130. Available from: https://sid.ir/paper/8801/en

IEEE: Copy

J. KAVOOSIAN, P. KADIVAR, and H.R. AREIZI, “THE EFFECT OF SOLVING SAMPLE ALGEBRA VERBAL PROBLEMS ON SOLVING EQUIVALENT AND SIMILAR ONES IN THIRD GRADE PHYSICS- MATH STUDENTS OF TOVISERKAN CITY,” JOURNAL OF EDUCATION AND PSYCHOLOGY, vol. 9, no. 1-2, pp. 107–130, 2002, [Online]. Available: https://sid.ir/paper/8801/en

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