Abstract
We investigated measures of efficiency (ratio of correct responses and resolution time) and error (distance between emitted response and the correct response) in a group of Elementary School students. Experiment 1 comprised pre-test, teaching of equivalence between different forms of problem presentation, post-test 1, teaching of addition algorithm, post-test 2, teaching of subtraction algorithm, post-test 3, and generalization test. Experiment 2 was similar to Experiment 1 until post-test 1, followed by training of scale problem-solving, post-test 2, generalization test 1, teaching of addition and subtraction algorithms, post-test 3, and generalization test 2. The results of this study suggest that measuring efficiency and error contribute to evaluate the effectiveness of educational programs in teaching problem solving.
Keywords:
educational program evaluation; problem solving; mathematics education
