Schematic Representations in Arithmetical Problem Solving: Analysis of Their Impact on Grade 4 Students

Autor/inn/en	Fagnant, Annick; Vlassis, Joëlle
Titel	Schematic Representations in Arithmetical Problem Solving: Analysis of Their Impact on Grade 4 Students
Quelle	In: Educational Studies in Mathematics, 84 (2013) 1, S.149-168 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-013-9476-4
Schlagwörter	Grade 4; Elementary School Students; Elementary School Mathematics; Schemata (Cognition); Mathematics Achievement; Problem Solving; Mathematics Instruction; Visual Aids; Teaching Methods; Arithmetic; Foreign Countries; Luxembourg + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; Elementare Mathematik; Schulmathematik; Cognition; Schema; Kognition; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Mathematics lessons; Mathematikunterricht; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Ausland
Abstract	While the value of "schematic representations" in problem solving requires no further demonstration, the way in which students should be taught how to construct these representations invariably gives rise to various debates. This study, conducted on 146 grade 4 students in Luxembourg, analyzes the effect of two types of "schematic representation" (diagrams vs. schematic drawings) on the solving of arithmetical problems. The results show that the presence of schematic representations has a clear positive effect on overall student performance and that a non negligible proportion of students manage to reuse the representations encountered in order to solve new problems. While showing an effect slightly in favor of diagrams as opposed to schematic drawings, our results do not really permit us to draw any conclusions about the form that these representations should take, in particular since a differential effect was observed depending on the type of problem. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10