Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems

Autor/inn/en	Samková, Libuše
Titel	Investigating the Variety and Usualness of Correct Solution Procedures of Mathematical Word Problems
Quelle	In: Journal on Efficiency and Responsibility in Education and Science, 13 (2020) 1, S.10-26 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2336-2375
Schlagwörter	Mathematics Instruction; Word Problems (Mathematics); Problem Solving; Arithmetic; Elementary School Mathematics; Formative Evaluation; Inquiry; Elementary School Teachers; Preservice Teachers; Preservice Teacher Education; Foreign Countries; Czech Republic + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Textaufgabe; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Ausland; Tschechische Republik
Abstract	The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers -- future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry. (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	2024/1/01