Date Approved

2009

Degree Type

Open Access Senior Honors Thesis

Department

Mathematics

Abstract

The goal of this experiment was to find out how a small group of students at Annapolis High School would respond to a series of 3-4 problems per week. The problems required both knowledge of commonly covered secondary level problem-solving strategies and an understanding of where the strategies could be applied. The students worked individually on problem sets during the first four weeks and had a break for two weeks. They were allowed to work as a group on the last set which was comprised of previously worked problems which had been difficult for all of the students.

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