TY - JOUR
T1 - Investigating elementary students' problem solving and teacher scaffolding in solving an Ill-structured problem
AU - Cho, Mi Kyung
AU - Kim, Min Kyeong
N1 - Publisher Copyright:
© 2020 International Journal of Education in Mathematics, Science and Technology. All rights reserved.
PY - 2020
Y1 - 2020
N2 - This study investigated the features of elementary students‟ problem solving skills, when teachers provide scaffolding in the process of solving an ill-structured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.
AB - This study investigated the features of elementary students‟ problem solving skills, when teachers provide scaffolding in the process of solving an ill-structured problem in an elementary school mathematics classroom in Seoul, South Korea. In this study, participants solved the ill-structured problem following the phases of Analyze, Browse, Create, Decision-making, and Evaluate. When problem solving was completed without the phase of the Evaluate, to provide metacognitive scaffolding helped to analyze the information of the problem in more depth by returning to identifying related information, which was the sub-phase of Analyze and Browse. When there were difficulties in deepening their understanding of the information from the problem situation, to provide strategic scaffolding helped to access information in an organized way and facilitated solving an ill-structured problem. Based on these results, this study draws implications about scaffolding that can help in the process of solving ill-structured problems, and ultimately suggests the direction to advance to improve problem solving ability in mathematics education.
KW - Ill-structured problem
KW - Mathematics education
KW - Problem solving
KW - Scaffolding
UR - http://www.scopus.com/inward/record.url?scp=85093067301&partnerID=8YFLogxK
U2 - 10.46328/IJEMST.V8I4.1148
DO - 10.46328/IJEMST.V8I4.1148
M3 - Article
AN - SCOPUS:85093067301
SN - 2147-611X
VL - 8
SP - 274
EP - 289
JO - International Journal of Education in Mathematics, Science and Technology
JF - International Journal of Education in Mathematics, Science and Technology
IS - 4
ER -