Author Type

Graduate Student

Date of Award

1984

Document Type

Thesis

Publication Status

Version of Record

Submission Date

October 2026

Abstract

Previous research on algebra word problems revealed that students usually could not use a solution of a problem to solve a related problem that required a slight modification of the solution. In an attempt to improve performance on related problems, students were given practice on either filling in tables or using completed tables. Practice on entering values in tables did not improve performance because students lacked the domain specific knowledge to correctly enter the values. Students' use of completed tables resulted in improved performance when tables were provided, but did not result in an improvement on generalization problems in which no tables were given. These findings were discussed within the context of a hierarchical classification scheme which describes the relationship between two related problems. In addition, the instructional implications of the study were considered and suggestions are offered for improving the instructional procedures.

Extent

46 p.

Comments

Thesis (M.A.)--Florida Atlantic University, 1984.|Charles E. Schmidt College of Science|FAU Electronic Theses and Dissertations Collection|Thesis (M.A.)--Florida Atlantic University, 1984.

Identifier

FADT14211

Format

pdf

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