Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.
Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.
INFORMATION-PROCESSING DIFFERENCES AMONG COMPETENT AND LESS COMPETENT MATHEMATICS STUDENTS (COGNITIVE CORRELATES)
Abstract
This study examined information processing differences between competent and less competent mathematics students. The Dinnel, Glover, and Ronning (1984) model of mathematical problem solving served as the theoretical framework for examining these processing differences. A review of mathematical problem solving discussed: (1) task representation, (2) solution strategies, (3) algorithmic or procedural knowledge, (4) metacognition, and (5) basic information-processing skills. Complete data were obtained for 131 volunteer students. Based on subjects' performance on the mathematics subtest of the American College Testing (ACT) exam, 32 competent mathematics students who scored in the upper quarter of the sample and 31 less competent mathematics students who scored in the lower quarter of the sample were identified. Subjects completed three cognitive processing tasks. Task 1 was a reformulation of Sperling's (1960) iconic memory task. Task 2 was a reformulation of Clark and Chase's (1972) sentence-picture verification task. Task 3 utilized a variation of the mental rotations task of Shepard and Metzler (1971). Correct number of responses and response latencies were recorded for each task. In addition, subjects were asked to describe their strategy for approaching each task. The data were analyzed via a multivariate analysis of covariance using an adjusted composite ACT score and college grade point average as covariates. The independent variables were mathematical ability measured by the ACT mathematics subtest score and gender. The dependent variables were the proportion of correct responses on each task. A second multivariate analysis of covariance using the same covariates and independent variables was performed with response latencies on each task as the dependent variables. A significant main effect was found for accuracy. A univariate analysis of covariance follow-up was performed for each task resulting in significance for each task on accuracy measures. Comparison of self-reported strategies yielded different task strategies between different ability groups. Individual cognitive differences were described using the Dinnel et al. (1984) model. Sources of differences were attributed to the ability to access the external environment, the ability to construct an appropriate problem representation, and planning.
Subject Area
Educational psychology
Recommended Citation
DINNEL, DALE L, "INFORMATION-PROCESSING DIFFERENCES AMONG COMPETENT AND LESS COMPETENT MATHEMATICS STUDENTS (COGNITIVE CORRELATES)" (1986). ETD collection for University of Nebraska-Lincoln. AAI8704546.
https://digitalcommons.unl.edu/dissertations/AAI8704546