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|a (OCoLC)ocm31422857
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|a TXA
|b eng
|c TXA
|d OCLCQ
|d OCLCO
|d OCLCF
|d OCLCQ
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|d TXA
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|a TXAM
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|a 1992
|a Dissertation
|a M382
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|a Martin, Mildred Ann Theis.
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|a Differences in ability to generalize mathematical problems among sixth- and seventh-grade students /
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|c 1992.
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| 300 |
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|a xi, 111 leaves ;
|c 28 cm
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a unmediated
|b n
|2 rdamedia
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| 338 |
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|a volume
|b nc
|2 rdacarrier
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| 504 |
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|a Includes bibliographical references.
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| 500 |
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|a Vita.
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| 502 |
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|b Ph. D.
|c Texas A & M University
|d 1992
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|a "Major subject: Educational Psychology."
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|a This exploratory study examined the ability of sixth- and seventh-grade students to generalize mathematical information on three problem sets (Series V, VII, and VIII) adapted from the Krutetskii System of Problems for Investigating Mathematical Ability (KSPIMA) (Krutetskii, 1976). Twenty sixth- and seventh-grade students, ten males and ten females, were randomly selected from two private day schools in a suburban area of Texas and were individually tested. The research analyzed performance for observable differences in the following areas: (a) gender differences in performance on the tasks; (b) gender differences in the use of verbal-logical and visual-spatial strategies; and (c) use of verbal-logical and visual-spatial strategies among capable and less capable students. Patterns of performance across the three problem sets were also analyzed. The issue of gender differences in performance was addressed using a repeated measure analysis of variance (ANOVA) to estimate the effect of gender on capability and speed as measured by scores on Series V, VII, and VIII problems. A Cohen's Kappa was computed to determine the level of agreement between the raters. A general linear model (GLM) was used to determine gender effect and the effect of capability on the use of verbal-logical and visual-spatial strategies. The Pearson correlation coefficient was computed to estimate the following relationships for Series VIII problems: (a) capability and recall, (b) speed and recall, and (c) capability and speed. An ANOVA repeated measures design indicated no significant gender differences in either capability or speed for the three series. A general linear model found no constant effect for either ability or gender in the use of verbal-logical or visual-spatial strategies. The Pearson correlation coefficient indicated that approximately 71% of the variance in speed can be accounted for by capability. There was no significant relationship between either (a) capability and recall or (b) speed and recall. The qualitative data indicated significant differences in patterns of student profiles. Differences in ability to generalize material varied depending on whether the progression of generalization was from concrete to abstract or abstract to concrete.
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| 650 |
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|a Mathematics
|x Study and teaching (Secondary)
|z Texas.
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| 650 |
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|a Sex differences in education.
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| 650 |
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|a Mathematics
|x Study and teaching
|x Psychological aspects.
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| 650 |
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|a Mathematical ability.
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| 650 |
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4 |
|a Major educational psychology.
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| 650 |
|
7 |
|a Mathematics
|x Study and teaching (Secondary)
|2 fast
|0 (OCoLC)fst01012305
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| 651 |
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|a Texas.
|2 fast
|0 (OCoLC)fst01210336
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| 655 |
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|a Academic theses
|2 lcgft
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| 700 |
1 |
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|a Dockweiler, Clarence J.,
|e degree supervisor.
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| 700 |
1 |
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|a Nash, William R.,
|e degree supervisor.
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| 700 |
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|a Haensly, Patricia,
|e degree committee member.
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| 700 |
1 |
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|a Willson, Victor L.,
|e degree committee member.
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| 710 |
2 |
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|a Texas A & M University,
|e degree granting institution.
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|x http://hdl.handle.net/1969.1/DISSERTATIONS-1447162
|z Link to OAKTrust copy
|t 0
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| 856 |
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|u http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=746283091&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD
|z Link to OAKTrust copy
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|b TXA
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|a Texas A&M University
|b J.J. Pickle Campus
|c High Density Repository
|d Remote Storage
|t 0
|e 1992 Dissertation M382
|h Other scheme
|i unmediated -- volume
|m A14841037348
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|a 1992 Dissertation M382
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