Location
Room 217
Proposal Track
Research Project
Session Format
Presentation
Abstract
Geared towards teacher educators and elementary and middle-school mathematics teachers, the findings of a study that explored relationships between students’ cognitive skills and their mathematics problem-solving performance will be presented. The existing complexities within this area, along with the potential implications for collaboration among students and their teachers/peers, and for appropriate and effective pedagogical decision making, will be discussed.
By addressing possible relationships between students’ cognitive skill strengths and skill-based assessment methods, this presentation will provide opportunities for exploring and discussing potential impacts on teaching and assessment methods that are geared towards students’ learning strategies/styles, and that engage students in meaningful critical thinking activities. The importance and effectiveness of skill based instruction and assessment have the potential for closing achievement gaps and promoting learning for all students.
Keywords
Cognitive skills, Problem-solving performance, Assessment, Differentiation
Recommended Citation
Foster, Ardyth C. PhD, "Cognitive Skills and Mathematics Problem-Solving Performance" (2014). Georgia Educational Research Association Conference. 51.
https://digitalcommons.georgiasouthern.edu/gera/2014/2014/51
Proposal
Dissertation - Ardyth C. Foster (12-18-2012).pdf (729 kB)
The Contributions of Spatial, Verbal, and Analytical Skills to Problem-Solving Performance
Cognitive Skills and Mathematics Problem-Solving Performance
Room 217
Geared towards teacher educators and elementary and middle-school mathematics teachers, the findings of a study that explored relationships between students’ cognitive skills and their mathematics problem-solving performance will be presented. The existing complexities within this area, along with the potential implications for collaboration among students and their teachers/peers, and for appropriate and effective pedagogical decision making, will be discussed.
By addressing possible relationships between students’ cognitive skill strengths and skill-based assessment methods, this presentation will provide opportunities for exploring and discussing potential impacts on teaching and assessment methods that are geared towards students’ learning strategies/styles, and that engage students in meaningful critical thinking activities. The importance and effectiveness of skill based instruction and assessment have the potential for closing achievement gaps and promoting learning for all students.
