The Deca-Based Approach: A Problem Solving Programme to Learn and Apply Two-Digit Numbers.

by Lim, Eng Leong

Abstract (Summary)
Restricted Item. Print thesis available in the University of Auckland Library or available through Inter-Library Loan. This thesis examines the effects of an instructional programme designed to promote students’ understanding and problem solving ability in the area of two-digit numbers. The programme consists of two parts. The first enables students to identify, write and state the tens and ones in a given two-digit number. The second enables students to add two-digit numbers of different levels of difficulty. A series of five related experiments were conducted using two different research methodologies. The first four experiments employed a single subject experimental design. Experiment 1 examined the efficacy of an instructional programme. This experiment focused on the acquisition of two-digit number counting systems. Experiment 2 examined the efficacy of the instructional programme to improve problem solving with two-digit addition. Experiment 3 examined whether integrating the two programmes would enhance the acquisition of the problem solving skills. It also examined whether the skills learnt during the instructional programme could generalise into the classroom setting. Experiment 4 examined the question of transferability. Could the improved performance experienced by participants in the earlier experiments be replicated if a different teacher conducted the programme? Experiment 5 employed a different methodology. A pre-test post-test control group design was used to examine the efficacy of the instructional package as a teaching programme with students without learning difficulties who had not received instruction on the content and concepts before. Results show marked gains in both the understanding and the acquisition of problem solving skills with two-digit addition. The acquired concepts and skills were maintained after the completion of the instruction and generalized to other areas of the curriculum as well as across settings into the regular classroom. These findings are discussed in terms of their implications for the design of instructional material.
Bibliographical Information:


School:The University of Auckland / Te Whare Wananga o Tamaki Makaurau

School Location:New Zealand

Source Type:Master's Thesis



Date of Publication:01/01/2002

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