The Influence of Cognitive Abilities on Mathematical Problem Solving Performance

Persistent Link:
http://hdl.handle.net/10150/293594
Title:
The Influence of Cognitive Abilities on Mathematical Problem Solving Performance
Author:
Bahar, Abdulkadir
Issue Date:
2013
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Problem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.
Type:
text; Electronic Dissertation
Keywords:
creativity; intelligence; mathematical problem solving; open-ended; problem solving; Special Education; cognitive abilities
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Maker, C. June

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe Influence of Cognitive Abilities on Mathematical Problem Solving Performanceen_US
dc.creatorBahar, Abdulkadiren_US
dc.contributor.authorBahar, Abdulkadiren_US
dc.date.issued2013en
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractProblem solving has been a core theme in education for several decades. Educators and policy makers agree on the importance of the role of problem solving skills for school and real life success. A primary purpose of this study was to investigate the influence of cognitive abilities on mathematical problem solving performance of students. The author investigated this relationship by separating performance in open-ended and closed situations. The second purpose of this study was to explore how these relationships were different or similar in boys and girls. No significant difference was found between girls and boys in cognitive abilities including general intelligence, general creativity, working memory, mathematical knowledge, reading ability, mathematical problem solving performance, verbal ability, quantitative ability, and spatial ability. After controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 53.3% (CTBS) of the variance in MPSP in closed problems as a whole. Mathematical knowledge and general intelligence were found to be the only variables that contributed significant variance to MPSP in closed problems. Similarly, after controlling for the influence of gender, the cognitive abilities explained 51.3% (ITBS) and 46.3% (CTBS) of the variance in mathematical problem solving performance in open-ended problems. General creativity and verbal ability were found to be the only variables that contributed significant variance to MPSP in open problems. The author concluded that closed and open-ended problems require different cognitive abilities for reaching correct solutions. In addition, when combining all of these findings the author proposed that the relationship between cognitive abilities and problem solving performance may vary depending on the structure (type) and content of a problem. The author suggested that the content of problems that are used in instruments should be analyzed carefully before using them as a measure of problem solving performance.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectcreativityen_US
dc.subjectintelligenceen_US
dc.subjectmathematical problem solvingen_US
dc.subjectopen-endeden_US
dc.subjectproblem solvingen_US
dc.subjectSpecial Educationen_US
dc.subjectcognitive abilitiesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, C. Juneen_US
dc.contributor.committeememberTurner, Erin E.en_US
dc.contributor.committeememberBurross, Heidi Leggen_US
dc.contributor.committeememberChou, Chih-Chinen_US
dc.contributor.committeememberMaker, C. Juneen_US
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