ABSTRACT

The aim of this study is to measure the effects of teaching problem-solving strategies as an integrated part of the mathematical content prescribed by the curriculum. By implementing the designs principles developed in the previous study, we carry out a one-year-long teaching intervention in a Swedish upper secondary school. Pre- and post-tests are used to compare the development of the experimental group with a control group. The results show that the development in mathematical knowledge in general is similar for the experimental group and the control group. However, the experimental group has a significantly better development in problem-solving ability. This study presents relevant implications to practitioners and other educational designers on how to enhance problem-solving ability by focusing on teaching problems-solving strategies integrated throughout the curriculum.

摘要

这项研究的目的是衡量解决问题的教学策略的效果，并将其作为课程规定的数学内容的组成部分。通过实施先前研究中提出的设计原则，我们在瑞典的高中进行了为期一年的教学干预。前测和后测用于比较实验组和对照组的发育情况。结果表明，实验组和对照组的数学知识发展总体上相似。但是，实验组在解决问题的能力上有明显更好的发展。