Reform some third-grade student's misconception & incorrect belief basis on Gagné's and Schönefeld's Problem-solving frameworks.

Subject Areas : Research in Curriculum Planning

Sepideh Noruzi ¹ (PhD student of curriculum development, Tarbiat Modares University, Tehran, Iran.)
Mahmoud Mehrmohammadi ² (Full professor of curricumum studies, Modares University, Tehran, Iran.)
Ebrahim Reyhani ³ (Associate Professor of Curriculum Planning, Rajaei University,Tehran, Iran.)
Hashem Fardanesh ⁴ (Associate Professor of Curriculum studies, Modares University, Tehran, Iran.)
Mohsen Imani ⁵ (Assistant professor of curricumum studies, Modares University, Tehran, Iran.)

Received: 2017-10-17 Accepted : 2017-10-17 Published : 2017-08-23

Keywords: problem solving, Schoenfeld, Gange, Incorrect belief, Mathematical misconception,

Abstract :

The aim of this Study was modify some of misconceptions and incorrect beliefs about mathematics in third grade students based on some educational implications. The statistic population included all third grade students’ of one school in district 3 of Tehran.  The Sample was comprised of 9 third grade students, based on their pre-test results. Measurement instruments consisted of one researcher-made test, two semi-structured interview, Wechsler intelligence scale for children (IV) and researcher-made stories. Construct and content validity of questionnaire and stories were established by some specialists and experts. Reliability was verified by test-retest and Pearson correlation coefficient was (0.87). The Wilcoxson was used to data analysis through SPSS19 and it revealed a statistically significant difference in between pre-test and post-test. It means, our intervention was successful to improve students’ misconceptions. In addition, interview analysis acknowledged some changes in students’ beliefs about effective factors in success. Using objective, semi-objective and abstract representation in students with high and average working memory and objective, semi-objective representation and drawing pictures by students with weak working memory can help to improve some misconception, and using believe sources like self, others and deductioncan improve incorrect beliefs.

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