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Uncovering the relationship between mathematical ability and problem solving performance of Swedish upper secondary school students
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-5423-5580
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0003-3679-9187
2017 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Published
Abstract [en]

In this paper, we examine the interactions of mathematical abilities when 6 high achieving Swedish upper-secondary students attempt unfamiliar non-routine mathematical problems. Analyses indicated a repeating cycle in which students typically exploited abilities relating to the ways they orientated themselves with respect to a problem, recalled mathematical facts, executed mathematical procedures, and regulated their activity. Also, while the nature of this cyclic sequence varied little across problems and students, the proportions of time afforded the different components varied across both, indicating that problem solving approaches are informed by previous experiences of the mathematics underlying the problem. Finally, students’ whose initial problem formulations were numerical typically failed to complete the problem, while those whose initial formulations were algebraic always succeeded.

Place, publisher, year, edition, pages
2017.
Keyword [en]
high achieving students; mathematical abilities; mathematical problem solving; Swedish upper secondary school
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Didactics
Identifiers
URN: urn:nbn:se:su:diva-146532DOI: 10.1080/00313831.2016.1258671OAI: oai:DiVA.org:su-146532DiVA: diva2:1137576
Available from: 2017-08-31 Created: 2017-08-31 Last updated: 2017-09-15

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Szabo, AttilaAndrews, Paul
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