This paper reports on a study of the effects of problem-solving computer software on the problem-solving ability of secondary school mathematics students. A cognitive science-based definition, instrumentation, and instructional pedagogy were used. Members of an experimental group were involved in computer-augmented mathematics instruction, while members of a control group were involved in more traditional mathematics instruction. Although results of a statistical analysis of a test of problem-solving ability were mixed, the experimental group demonstrated significantly better performance on standardized tests of mathematics content. Implications of results for mathematics instruction are discussed.
No takes yet. Share an insight, caveat, or question.
Funkhouser et al. (1992) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: