Investigating a Case of Hidden Misinterpretations of an Additive Word Problem: Structural Substitution

Autor/inn/en	Polotskaia, Elena; Savard, Annie; Freiman, Viktor
Titel	Investigating a Case of Hidden Misinterpretations of an Additive Word Problem: Structural Substitution
Quelle	In: European Journal of Psychology of Education, 31 (2016) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-015-0257-6
Schlagwörter	Elementary School Students; Misconceptions; Word Problems (Mathematics); Mathematics Instruction; Problem Solving; Mathematical Logic; Addition + Suchen Sie Ihr Suchwort? Missverständnis; Textaufgabe; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical logics; Mathematische Logik
Abstract	According to numerous studies (Barrouillet & Camos 2002; Brousseau 1988; Chevallard 1988; Riley et al. 1984; Schubauer-Leoni & Ntamakiliro, "Revue Des Sciences de L'éducation," 20(1): 87-113, 1994; Vergnaud 1982; Xin, "The Journal of Educational Research," 100(6):347-360, 2007), a combination of many factors, including curriculum, didactic contract and task design, can potentially lead to students experiencing difficulties in developing of a full understanding of addition and subtraction and their relationship in problem solving. Few studies (Conne, Recheche En "Didactique Des Mathématiques," 5, 269-332, 1985; DeBlois, "Éducation et Francophonie," 25(1), 102-120, 1997; Giroux & Ste-Marie, "European Journal of Psychology of Education," 16(2), 141-161, 2001) describe the misinterpretations of problems as a factor related to learning difficulties. We have studied how and why elementary school students misinterpret the mathematical structure of a simple additive word problem and what kind of possible (hidden) misinterpretation may occur. We analysed possible mechanisms of misinterpretations in word problem solving, discussing various examples of correct and incorrect solutions resulting from the misinterpretation of a problem. We gave the elementary school students a word problem, which could potentially be misinterpreted, and observed their solving strategies. Our results show how the particular form of mathematical misinterpretation--structure substitution--may help students obtain a correct answer and thereby hinder the development of their mathematical reasoning. We further discuss different ways of addressing this phenomenon in teaching practice. (As Provided).
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Update	2020/1/01