The Effects of Problem-Solving Software on Problem-Solving Ability

Abstract

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.