Impact of Order of Data in Word Problems on Division of a Whole into Unequal Parts

Autor/inn/en	Novotná, Jarmila; Chvál, Martin
Titel	Impact of Order of Data in Word Problems on Division of a Whole into Unequal Parts
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 11 (2018) 4, S.85-92 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Data; Word Problems (Mathematics); Division; Mathematics Instruction; Foreign Countries; Grade 9; Item Response Theory; Czech Republic + Suchen Sie Ihr Suchwort? Daten; Textaufgabe; Mathematics lessons; Mathematikunterricht; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; Item-Response-Theorie; Tschechische Republik
Abstract	The paper investigates how the order of numerical data in word problems on division of a whole into unequal parts affects achievement and reasoning of 14-16-year old pupils. The variable was altered in two word problems, in one of which also the context was changed (psychological variable) and in the latter "if-clause" is or is not used (linguistic variable). 182 pupils were involved in the experiment. The solutions were analysed quantitatively using Item Response Theory as well as qualitatively. The data suggest that pupils' success is affected by the order of numerical data in the statement in an unfamiliar context. The presence of "if-clause" in the statement was studied in a two-level problem. The order of numerical data played its role in case of formulations without "if". The results of the experiment are of interest for mathematics education as well as for construction of tests. The paper is an extended version of the paper by Novotná (2018). (As Provided).
Anmerkungen	Czech University of Life Sciences Prague. Czech University of Life Sciences Prague, Kamýcká 129, Prague 6 - Suchdol 165 00, Czech Republic. e-mail: editor@eriesjournal.com; Web site: https://www.eriesjournal.com/index.php/eries
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01