{"id":{"repo_id":"brockport","oai_identifier":"oai:soar.suny.edu:20.500.12648/5510"},"canonical_url":"https://search.dev.ndltd.org/etd/brockport/oai:soar.suny.edu:20.500.12648/5510","repository":{"repo_id":"brockport","name":"College at Brockport","base_url":"https://soar.suny.edu/oai/request/"},"display":{"title":"The Effects of Heuristic Problem-Solving Strategies on Seventh Grade Students' Self-Efficacy and Level of Achievment in Mathematics","abstract":"The ability to solve problems is an important and integral reason for learning mathematics. Teaching students to use heuristic problem-solving reasoning and strategies can help them become expert problem-solvers and assist them in transferring and applying their contextual knowledge to novel problems and situations. The purpose of this study was to examine the effects of teaching heuristic problem-solving reasoning and strategies on seventh grade students ' perceptions and level of achievement in mathematics. To do this, the researcher examined two aspects of problem-solving and student learning; the students' self-efficacy and their ability to solve non-routine problems in novel contexts. Two seventh-grade math classes participated in the study. One of the classes acted as a control group and received their standard problem-solving instruction. The other class acted as the intervention group which received explicit instruction on heuristic problem-solving reasoning and strategies. The results of this study showed that students that were taught the heuristic reasoning and problem-solving strategies significantly improved in their level achievement compared to those that were not. The results also showed that for the group of students that received the intervention, there was a significant improvement in their positive perception of their problem solving abilities, but not in their degree of self-efficacy. In fact, there was a significant decrease in their degree of self-efficacy after the intervention. However, this change in self-efficacy resulted in a significant increase in the correlation between the students' perception of their problem-solving ability and their actual ability to solve problems. This indicates that even when teaching students to use heuristic problem-solving reasoning and strategies does not improve their degree of self-efficacy, it does provide them with a more realistic perception of their problem-solving abilities.","abstract_html":"The ability to solve problems is an important and integral reason for learning mathematics. Teaching students to use heuristic problem-solving reasoning and strategies can help them become expert problem-solvers and assist them in transferring and applying their contextual knowledge to novel problems and situations. The purpose of this study was to examine the effects of teaching heuristic problem-solving reasoning and strategies on seventh grade students ' perceptions and level of achievement in mathematics. To do this, the researcher examined two aspects of problem-solving and student learning; the students' self-efficacy and their ability to solve non-routine problems in novel contexts. Two seventh-grade math classes participated in the study. One of the classes acted as a control group and received their standard problem-solving instruction. The other class acted as the intervention group which received explicit instruction on heuristic problem-solving reasoning and strategies. The results of this study showed that students that were taught the heuristic reasoning and problem-solving strategies significantly improved in their level achievement compared to those that were not. The results also showed that for the group of students that received the intervention, there was a significant improvement in their positive perception of their problem solving abilities, but not in their degree of self-efficacy. In fact, there was a significant decrease in their degree of self-efficacy after the intervention. However, this change in self-efficacy resulted in a significant increase in the correlation between the students' perception of their problem-solving ability and their actual ability to solve problems. This indicates that even when teaching students to use heuristic problem-solving reasoning and strategies does not improve their degree of self-efficacy, it does provide them with a more realistic perception of their problem-solving abilities.","abstract_has_math":false,"creators":["Rudd, Denise M."],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-05-15","date_published":"2010-05-15","updated_at":"2026-07-27T19:03:22Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/20.500.12648/5510","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rudd, Denise M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-09-07T21:53:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-09-07T21:53:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2010-05-15"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/20.500.12648/5510"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The ability to solve problems is an important and integral reason for learning mathematics. Teaching students to use heuristic problem-solving reasoning and strategies can help them become expert problem-solvers and assist them in transferring and applying their contextual knowledge to novel problems and situations. The purpose of this study was to examine the effects of teaching heuristic problem-solving reasoning and strategies on seventh grade students ' perceptions and level of achievement in mathematics. To do this, the researcher examined two aspects of problem-solving and student learning; the students' self-efficacy and their ability to solve non-routine problems in novel contexts. Two seventh-grade math classes participated in the study. One of the classes acted as a control group and received their standard problem-solving instruction. The other class acted as the intervention group which received explicit instruction on heuristic problem-solving reasoning and strategies. The results of this study showed that students that were taught the heuristic reasoning and problem-solving strategies significantly improved in their level achievement compared to those that were not. The results also showed that for the group of students that received the intervention, there was a significant improvement in their positive perception of their problem solving abilities, but not in their degree of self-efficacy. In fact, there was a significant decrease in their degree of self-efficacy after the intervention. However, this change in self-efficacy resulted in a significant increase in the correlation between the students' perception of their problem-solving ability and their actual ability to solve problems. This indicates that even when teaching students to use heuristic problem-solving reasoning and strategies does not improve their degree of self-efficacy, it does provide them with a more realistic perception of their problem-solving abilities."]},{"key":"dc:title","label":"Title","values":["The Effects of Heuristic Problem-Solving Strategies on Seventh Grade Students' Self-Efficacy and Level of Achievment in Mathematics"]}]}],"canonical_facts":{"dc:creator":["Rudd, Denise M."],"dc:date.accessioned":["2021-09-07T21:53:31Z"],"dc:date.available":["2021-09-07T21:53:31Z"],"dc:date.issued":["2010-05-15"],"dc:description.abstract":["The ability to solve problems is an important and integral reason for learning mathematics. Teaching students to use heuristic problem-solving reasoning and strategies can help them become expert problem-solvers and assist them in transferring and applying their contextual knowledge to novel problems and situations. The purpose of this study was to examine the effects of teaching heuristic problem-solving reasoning and strategies on seventh grade students ' perceptions and level of achievement in mathematics. To do this, the researcher examined two aspects of problem-solving and student learning; the students' self-efficacy and their ability to solve non-routine problems in novel contexts. Two seventh-grade math classes participated in the study. One of the classes acted as a control group and received their standard problem-solving instruction. The other class acted as the intervention group which received explicit instruction on heuristic problem-solving reasoning and strategies. The results of this study showed that students that were taught the heuristic reasoning and problem-solving strategies significantly improved in their level achievement compared to those that were not. The results also showed that for the group of students that received the intervention, there was a significant improvement in their positive perception of their problem solving abilities, but not in their degree of self-efficacy. In fact, there was a significant decrease in their degree of self-efficacy after the intervention. However, this change in self-efficacy resulted in a significant increase in the correlation between the students' perception of their problem-solving ability and their actual ability to solve problems. This indicates that even when teaching students to use heuristic problem-solving reasoning and strategies does not improve their degree of self-efficacy, it does provide them with a more realistic perception of their problem-solving abilities."],"dc:identifier.uri":["http://hdl.handle.net/20.500.12648/5510"],"dc:language.iso":["en_US"],"dc:title":["The Effects of Heuristic Problem-Solving Strategies on Seventh Grade Students' Self-Efficacy and Level of Achievment in Mathematics"],"dc:type":["thesis"]},"updated_at":"2026-07-27T19:03:22Z"}