Think Before You Act: Thinking Time Contributes to Math Problem-Solving Efficiency

• In Event: Marriott Roundtable Session 20
  In Roundtable Session: Design Considerations in Mathematics Learning

Abstract

This study examines the association between thinking time and problem-solving efficiency in mathematics. A sample of 41 high-school students completed an algebra assessment and a questionnaire on math self-efficacy and anxiety, then solved some math problems on an online platform where reaction times and problem-solving procedures were recorded. We found that (a) students who took longer to think about a problem before solving, solved the problem with fewer steps; (b) thinking time significantly predicted problem-solving efficiency; and (c) students’ knowledge in algebra, math self-efficacy, or math anxiety did not moderate the relation between thinking time and problem-solving efficiency. The findings suggest that thinking time contributes to math problem-solving efficiency. The implications for research and practice are discussed.

Authors

• Jenny Yun-Chen Chan, Worcester Polytechnic Institute

• Katharine B. Sawrey, Worcester Polytechnic Institute

• Taylyn Hulse, Worcester Polytechnic Institute

• Erin R Ottmar, Worcester Polytechnic Institute