Using the Relational Paradigm: Effects on Pupils' Reasoning in Solving Additive Word Problems

Autor/inn/en	Polotskaia, Elena; Savard, Annie
Titel	Using the Relational Paradigm: Effects on Pupils' Reasoning in Solving Additive Word Problems
Quelle	In: Research in Mathematics Education, 20 (2018) 1, S.70-90 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4802
DOI	10.1080/14794802.2018.1442740
Schlagwörter	Mathematics Instruction; Problem Solving; Grade 2; Experimental Groups; Control Groups; Mathematical Logic; Thinking Skills; Word Problems (Mathematics); Addition; Subtraction; Elementary School Students; Elementary School Mathematics; Comparative Analysis; Foreign Countries; Mathematical Models; Elementary School Teachers; Statistical Analysis; Interviews; Qualitative Research; Canada + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; School year 02; 2. Schuljahr; Schuljahr 02; Mathematical logics; Mathematische Logik; Denkfähigkeit; Textaufgabe; Subtraktion; Elementare Mathematik; Schulmathematik; Ausland; Mathematical model; Mathematisches Modell; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Interviewing; Interviewtechnik; Qualitative Forschung; Kanada
Abstract	Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in mathematics learning to the development of relational thinking. Using this perspective, we implemented a new approach to teaching additive word problem-solving in primary school, encouraging relational thinking and modelling. We compared the overall results of additive word problems solved by Grade 2 elementary pupils in the experimental group (N = 216) and in the control group (N = 196). Our data show: (a) on average, the experimental group performed significantly better in problem-solving than the control group; and (b) in the control group, there was a considerable lack of success in solving problems that require relational thinking--there was no such effect in the experimental group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01