Fostering Reflection and Attention to Enhance Struggling Students’ Mathematical Problem Solving—A Case Study
Bibliographic Data
| ID | 22042764 |
|---|---|
| Authors | Tikva Ovadiya (0000-0001-7855-1206, Oranim Academic College of Education, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 11 |
| Pages | 1538 |
| Publication date | 2025-11-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15111538 |
| OpenAlex | W4416228358 |
| Language | EN |
| References cited | 52 |
Research has shown that attention plays a crucial role in developing mathematical problem-solving skills, particularly for students who struggle with non-routine tasks. Even basic operations require shifts in attention, underscoring the deep connection between attention and mathematical cognition. Attentional strategies are observable and can be developed with targeted scaffolding. This study aimed to enhance high school students’ attentional engagement in problem-solving through a structured intervention. Over an academic year, twelve struggling students in Grades 11 and 12 participated in three one-on-one sessions with a researcher, receiving focused instruction. These sessions encouraged reflection and attention by using the “CCRSRC” model: Connections (identifying similarity connections among the problems presented); Choice (the student deciding which problem to solve); Reflection (explaining the choice); Solving (an attempt is made); Repetition (repeating steps 1–4 as often as wished); and Choice (to end the repetition and move on). Mason’s theory of shifts of attention was used to examine learners’ attentional development. This article provides a detailed analysis of one intervention case, offering insight into how CCRSRC actions serve as catalysts for fostering learner attention. In addition to describing and characterizing a single case, the article summarizes the attention data of all learners involved in the individual intervention
Attentional control · Mathematical problem · Task Analysis · Cognitive and developmental aspects of mathematical skills · Education, Achievement, and Giftedness · Neuroscience, Education and Cognitive Function
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| Citation velocity | historical |
|---|---|
| Highly cited | No |