Problem Solving Style
PROBLEM – SOLVING STYLE AND ACADEMIC
ACHIEVEMENT IN MATHEMATICS AMONG STUDENTS AT THE
HIGHER SECONDARY LEVEL
INTRODUCTION
Most educators agree that improving children’s mathematical problem solving abilities is an important goal. Their styles solving problems were quite different. Problem - solving styles are consistent individual differences in the ways people prefer to deal with new ideas, manage change and respond effectively to complex, open - ended opportunities and challenges. Individuals differ in the way they interact with others and the way they gather and evaluate information for problem solving and decision making. Four psychological functions identified by Carl Jung are related to this process: Sensation, Intuition, Thinking, and Feeling. The performance of students in examination differs from school to school. The present study aims at finding out whether there is relationship between these two variables namely, problem - solving style and academic achievement in mathematics.
STATEMENT OF THE PROBLEM Problem - solving style and Academic achievement in mathematics among students at the higher secondary level.
PROBLEM SOLVING Problem solving may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills.
PROBLEM - SOLVING STYLE Problem solving may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills. We define problem - solving style as consistent individual differences in the ways people prefer to plan and carry out generating and focusing activities, in order to gain clarity, produce ideas, and prepare for action.
ACADEMIC ACHIEVEMENT Academic achievement can be defined as excellence in all academic disciplines, in class as well as extra - curricular activities.
RESEARCH QUESTIONS * Whether there is any relationship between problem - solving style and
ACHIEVEMENT IN MATHEMATICS AMONG STUDENTS AT THE
HIGHER SECONDARY LEVEL
INTRODUCTION
Most educators agree that improving children’s mathematical problem solving abilities is an important goal. Their styles solving problems were quite different. Problem - solving styles are consistent individual differences in the ways people prefer to deal with new ideas, manage change and respond effectively to complex, open - ended opportunities and challenges. Individuals differ in the way they interact with others and the way they gather and evaluate information for problem solving and decision making. Four psychological functions identified by Carl Jung are related to this process: Sensation, Intuition, Thinking, and Feeling. The performance of students in examination differs from school to school. The present study aims at finding out whether there is relationship between these two variables namely, problem - solving style and academic achievement in mathematics.
STATEMENT OF THE PROBLEM Problem - solving style and Academic achievement in mathematics among students at the higher secondary level.
PROBLEM SOLVING Problem solving may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills.
PROBLEM - SOLVING STYLE Problem solving may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills. We define problem - solving style as consistent individual differences in the ways people prefer to plan and carry out generating and focusing activities, in order to gain clarity, produce ideas, and prepare for action.
ACADEMIC ACHIEVEMENT Academic achievement can be defined as excellence in all academic disciplines, in class as well as extra - curricular activities.
RESEARCH QUESTIONS * Whether there is any relationship between problem - solving style and