TY - JOUR
T1 - Mathematical abstraction in the solving of ill-structured problems by elementary school students in Korea
AU - Hong, Jee Yun
AU - Kim, Min Kyeong
N1 - Publisher Copyright:
© 2016 by iSER, International Society of Educational Research.
PY - 2016
Y1 - 2016
N2 - Ill-structured problems can be regarded as one of the measures that meet recent social needs emphasizing students' abilities to solve real-life problems. This study aimed to analyze the mathematical abstraction process in solving such problems, and to identify the mathematical abstraction level ([I] Recognition of mathematical structure through perceptual abstraction, [II] Application of mathematical structure recognition through internalization, and [III] Formation of new mathematical structure recognition through interiorization) and form of the students, by applying ill-structured problem-solving activities to problem-solving learning approaches for fifth grade elementary school students. The study results showed that 2 out of 6 groups displayed the highest level [III] of mathematical abstraction, while two other groups displayed Level [I], and the other two groups showed Level [II]. Especially, the students in each group showed higher levels and forms of mathematical abstraction (from Level [I] to [II] and [III]) over the course of the problem solving process. These study results showed that the mathematical abstraction levels and forms of the students can be improved by exposure to mathematical abstraction through a problem solving learning approach using ill-structured problems.
AB - Ill-structured problems can be regarded as one of the measures that meet recent social needs emphasizing students' abilities to solve real-life problems. This study aimed to analyze the mathematical abstraction process in solving such problems, and to identify the mathematical abstraction level ([I] Recognition of mathematical structure through perceptual abstraction, [II] Application of mathematical structure recognition through internalization, and [III] Formation of new mathematical structure recognition through interiorization) and form of the students, by applying ill-structured problem-solving activities to problem-solving learning approaches for fifth grade elementary school students. The study results showed that 2 out of 6 groups displayed the highest level [III] of mathematical abstraction, while two other groups displayed Level [I], and the other two groups showed Level [II]. Especially, the students in each group showed higher levels and forms of mathematical abstraction (from Level [I] to [II] and [III]) over the course of the problem solving process. These study results showed that the mathematical abstraction levels and forms of the students can be improved by exposure to mathematical abstraction through a problem solving learning approach using ill-structured problems.
KW - Elementary education
KW - Ill-structured problem
KW - Mathematical abstraction
KW - Problem solving
UR - http://www.scopus.com/inward/record.url?scp=84957886756&partnerID=8YFLogxK
U2 - 10.12973/eurasia.2016.1204a
DO - 10.12973/eurasia.2016.1204a
M3 - Article
AN - SCOPUS:84957886756
SN - 1305-8215
VL - 12
SP - 267
EP - 281
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 2
ER -