| Summary: | 碩士 === 國立臺南大學 === 數學教育學系碩士班 === 96 === In this study we are interested in the problem solving processes of math puzzles and word problems. Besides problem solving processes, reading comprehension and motivations are also discussed in this study. We obtain several results from the interviews.
1.The students are able to solve problems by themselves once they realize problems. This reveals that problem-realization and reading comprehension are important factors in problem solving process.
2.According to the analysis data of problem solving processes for these three students, the behavior of S2 in math puzzles is similar to that in word problems. This can attribute to that student S2 can directly interpret both word problems and math puzzles.
3.Regarding to problem solving motivation, the math puzzle could induce the motivations for both S1 and S3. Because student S1 and S3 don’t directly comprehend word problems at first. Hence, the math puzzle could induce their motivations and interests.
4.When students can not solve problems, after the researcher explain the problem solving steps, only S2 can realize the meaning of problem solving steps. S2 can solve problems with correct method. S1 can copy the steps. In the case of S3, none of any meaning can be understood even after explaining the problem solving steps.
We conclude that we can use math puzzles to help students like S2 think multiple-solutions, and to help students like S1 and S3 induce their motivations and interests about math.
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