SKILLED-UNSKILLED MATHEMATICAL PROBLEM SOLVERS: JORDANIAN-STUDENTS' DIFFERENCES IN SOLVING GEOMETRICAL PROBLEMS
AbstractA written geometry test in the subject of triangles that required students to produce the answer was administered to 240 ninth-grade students (70 skilled-mathematical problem solvers and 170 unskilledmathematical problem solvers). A quantitative-content analysis methodology was used to analyze students' responses to the test. Overall findings suggest that most skilled-mathematical problem solvers seemed to have adequate mathematical knowledge, skills and reasoning that have helped them understand geometrical problems in a way that helped them in devising a suitable plan then carrying out this plan and making sure that their solutions are reasonable and make sense to them. On the contrary, most unskilled-mathematical problem solvers seemed not to have such adequate knowledge, skills and reasoning. As a result, skilled mathematical problem solvers' behaviors of solving geometrical problems differ from that of unskilled mathematical problem solvers' behaviors. Classroom implications and suggestions for further research are included.
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How to Cite
Al-Migdady, A. M. (2014). SKILLED-UNSKILLED MATHEMATICAL PROBLEM SOLVERS: JORDANIAN-STUDENTS’ DIFFERENCES IN SOLVING GEOMETRICAL PROBLEMS. European Scientific Journal, ESJ, 10(25). https://doi.org/10.19044/esj.2014.v10n25p%p