Improving mathematical representation ability in solving word problems through the use of cognitive strategies: Orientation, organization, and elaboration

Abstract

The purpose of this study is to better understand the use of three cognitive strategies, orientation, organization, and elaboration by students in completing word problems. The sample consisted of 54 senior high school students from three different school levels tested twice within the period of two months. The study found progress from the initial test to the final test, which is about the frequency of use of mathematical representation when students solve word problem that is written texts, drawings and mathematical expressions. Scores increase of significanly between initial test and final test in the firs and second groups, whereas the control group did not increase significantly. Each group gain a scores on the initial test of 26.7; 26.3 and 27.2, after treatment the scores on the final test became 36.1; 33.7 and 30.2. The study shows that the first group was more effective in using mathematical representations in the classroom than the second group and the control group. Students in the first group, second group, and control group tended to have different abilitiesin mathematical expressions and written texts when solving algebra and geometry problems, although none satisfactory. In conclusion, The Think Talk-Write + cooperative grouphad positive effects on students in the final test.