The Relationship Between Problem-Solving Skills and Planning Ability by Using Tower of London Test

• Main Authors: Elbistan Birgul Damla Baber (Author), Stubbe Tobias C. (Author)
• Format: Book
• Published: De Gruyter, 2021-12-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2544-7831; 10.1515/edu-2020-0157
• Keywords: problem-solving; planning ability; mathematics achievement; executive function; tower of london test; Education; L
• Source: Open Education Studies, Vol 3, Iss 1, Pp 226-232 (2021)

Mathematical problem-solving skills depend on many variables and cognitive skills are one of the most important of them. The purpose of this study is to determine the routine and non-routine problem-solving skills in terms of cognitive aspects. This aims to reveal the relationship between the planning ability and mathematical problem-solving skills of secondary school children, ages 10 to 13. An empirical quantitative research was done for this purpose. For the measurement of problem-solving skills, a curriculum-based mathematics achievement test was used and for assessing the planning ability, a computerized version of the Tower of London test was used. It was applied to a total of 416 students from the fifth, sixth, and seventh grade. As a result of the statistical analysis, a positive significant relationship was found between planning ability and problem-solving skills but there were not any significant differences in terms of gender.