Explanatory Sequential Study on Word Problem-Solving and Mathematical Cognitive Skills of College Students: Implications for STEM Competencies Development
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Texto completo não localizado nas fontes consultadas. O registro é mantido pela pertinência.
Resumo
Background/purpose. The strategic goal of science, technology, engineering, and mathematics (STEM) literacy is to develop scientifically and technologically equipped global citizens who are innovators and problem-solvers in a rapidly changing world. The study contributes to this goal by drawing pedagogical implications from examining college students’ word problem-solving skills, their perceptions of the role of mathematical cognitive skills, and the factors that hinder successful word problem-solving. Materials/methods. An explanatory sequential design was used, with the quantitative phase assessing college students’ word problem-solving skills and the qualitative phase examining their perceptions of mathematical cognitive skills and hindering factors to explain variations in word problem-solving performance. Results. College students demonstrated fundamental-level word problem-solving ability, highlighting the inherent difficulty in navigating complex cognitive tasks. The variations in problem-solving proficiency, shaped by nuanced differences in cognitive development, instructional practices experienced, and available learning opportunities, influence the problem-solving approaches undertaken, the perception of problem-solving complexity, and the use of strategies in overcoming problem-solving barriers. Conclusion. College students recognize the crucial role of mathematical cognitive skills in solving word problems. However, the prevalence of hindering factors underscores that cognitive skills alone do not decisively translate into successful problem-solving. Enhancing word problem-solving competencies in the context of STEM education requires the adoption of a systemic approach that integrates the enhancement of cognitive skills, the implementation of strategic and differentiated interventions responsive to varying levels of problem-solving ability, and the creation of supportive learning environments fostered by technology-based, collaborative, reflective, and integrative teaching practices.
Dados da obra
- Tipo
- Artigo
- Periódico
- Educational Process: International Journal, v. 18, n. 1, p. e2025506
- Editora
- ÜNİVERSİTEPARK Limited
- Ano
- 2025 (2025-10)
- Idioma
- en
- Palavras-chave
- college mathematics education; higher order thinking; mathematics learning impediments; key sustainability competencies; mixed methods research
- Temas
- Práticas Pedagógicas, Resolução de Problemas
- DOI
- 10.22521/edupij.2025.18.506
- ISSN
- 2147-0901, 2564-8020
- Acesso
- Metadados apenas
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RIO, Rica Mae D.; PROTACIO, Judel V.. Explanatory Sequential Study on Word Problem-Solving and Mathematical Cognitive Skills of College Students: Implications for STEM Competencies Development. Educational Process: International Journal, v. 18, n. 1, p. e2025506, 2025. DOI: https://doi.org/10.22521/edupij.2025.18.506.
APA
Rio, R. M. D., & Protacio, J. V. (2025). Explanatory Sequential Study on Word Problem-Solving and Mathematical Cognitive Skills of College Students: Implications for STEM Competencies Development. Educational Process: International Journal, 18(1), e2025506. https://doi.org/10.22521/edupij.2025.18.506
BibTeX
@article{rio2025,
author = {Rio, Rica Mae D. and Protacio, Judel V.},
title = {Explanatory Sequential Study on Word Problem-Solving and Mathematical Cognitive Skills of College Students: Implications for STEM Competencies Development},
year = {2025},
journal = {Educational Process: International Journal},
volume = {18},
number = {1},
pages = {e2025506},
publisher = {ÜNİVERSİTEPARK Limited},
doi = {10.22521/edupij.2025.18.506},
language = {en}
}RIS
TY - JOUR AU - Rio, Rica Mae D. AU - Protacio, Judel V. TI - Explanatory Sequential Study on Word Problem-Solving and Mathematical Cognitive Skills of College Students: Implications for STEM Competencies Development PY - 2025 JO - Educational Process: International Journal VL - 18 IS - 1 SP - e2025506 DO - 10.22521/edupij.2025.18.506 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS
Artefactum, v. 25, n. 8 · DOI 10.23900/artefactum.v25i8.3856
Download disponível Baixar PDF na fonte: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) Acessar texto completo: PEDAGOGUE IN MATHEMATICS TEACHING: INVISIBLE CHALLENGES IN THE TEACHING PRACTICE OF THE EARLY YEARS (abre em nova aba) -
O App Inventor como Mediador da Implementação de Processos Matemáticos da BNCC no Ensino Médio
Revista Baiana de Educação Matemática, v. 7, n. 1 · DOI 10.47207/rbem.v7i1.27891
-
Jogos socioculturais na educação infantil: contribuições da etnomatemática para uma educação matemática antirracista
Revista Inclusiones, v. 13, n. 3 · DOI 10.58210/rie4087
-
A RESOLUÇÃO DE PROBLEMAS NO ENSINO DE MATEMÁTICA: TENDÊNCIAS E ABORDAGENS EM DISSERTAÇÕES E TESES BRASILEIRAS (2020-2025)
Revista Tópicos., v. 4, n. 34 · DOI 10.70773/revistatopicos/782255803
- Currículo
- Educação Financeira
- Educação Matemática Crítica
- Formação de Professores de Matemática
- Práticas Pedagógicas
- Resolução de Problemas
Em verificação -
Afetividade e Resolução de Problemas no Ensino de Matemática: contribuições de uma intervenção pedagógica no contexto do SAEPE
Crossover Science, v. 2, n. 1 · DOI 10.70579/csci.v2i2.172
Em verificação