Students' Performance on Missing-Value Word Problems: A Cross-National Developmental Study

Autor/inn/en	Jiang, Ronghuan; Li, Xiaodong; Fernández, Ceneida; Fu, Xinchen
Titel	Students' Performance on Missing-Value Word Problems: A Cross-National Developmental Study
Quelle	In: European Journal of Psychology of Education, 32 (2017) 4, S.551-570 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-016-0322-9
Schlagwörter	Academic Achievement; Word Problems (Mathematics); Mathematics Instruction; Addition; Mathematical Concepts; Cross Cultural Studies; Foreign Countries; Mathematical Logic; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; China; Spain + Suchen Sie Ihr Suchwort? Schulleistung; Textaufgabe; Mathematics lessons; Mathematikunterricht; Cultural comparison; Kulturvergleich; Ausland; Mathematical logics; Mathematische Logik; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Spanien
Abstract	This study investigates Spanish and Chinese students' performance on both addition problems and proportion problems considering a cross-national perspective. The effect of number structure and nature of quantities was also considered. Nine hundred twenty-five 4th to 8th graders (453 Chinese, 472 Spanish) took a test which is composed of addition and proportion problems in a missing-value format. The findings showed that Chinese students held a different developmental model of the additive and proportional reasoning from Spanish students. Moreover, number structure and nature of quantities had a different impact in each country. These results indicated that students' additive and proportional reasoning may vary from country to country due to the different cultures and educational environments. Further studies with a larger-scale sample will be needed to confirm such cross-national effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01