Abstract
The purpose of this research is to examine the interaction of the Mathematical problem solving strategy with different teaching and knowledge-creating management models. The researcher examined the differences between post and retention tests in terms of the classroom culture and atmosphere and in terms of teaching intellectual capacity. Also examined were the effects on the tests at different times and on the prediction in mathematical learning efficiency after using the Mathematical problem solving strategy. There were 180 seventh grade students from six classes in three junior high schools in middle Taiwan participating the teaching experiment. Each school provided 2 classes with about 30 students each. The researcher used a class as a unit and assigned them to treatments randomly with one being the experimental group and the other the control group. The researcher implemented the Mathematical problem solving strategy scale model himself, collected the information and conducted a two-way ANCOVA, repeated measures analysis and multiple stepwise regression with SPSSWIN.
The results of combining the Mathematical problem solving strategy with different teaching and knowledge-creating management models shows:
- Significant differences in posts and retention tests in terms of classroom culture and atmosphere and in terms of teaching intellectual capacity.
- Significant differences in tests at different times after using the Mathematical problem solving strategy.
- Significant prediction after using the Mathematical problem solving strategy.
| Keywords: | knowledge-creating management model; mathematical problem solving strategy |
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