Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School

Autor/inn/en	Capone, Roberto; Filiberti, Federica; Lemmo, Alice
Titel	Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School
Quelle	In: Education Sciences, 11 (2021), Artikel 596 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Capone, Roberto)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Word Problems (Mathematics); Problem Solving; Arithmetic; Mathematics Instruction; Mathematics Tests; Standardized Tests; Reading Comprehension; Reading Difficulties; Elementary School Students; Grade 2; Grade 5; Children; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Textaufgabe; Problemlösen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Standadised tests; Standardisierter Test; Leseverstehen; Reading difficulty; Leseschwierigkeit; School year 02; 2. Schuljahr; Schuljahr 02; School year 05; 5. Schuljahr; Schuljahr 05; Child; Kind; Kinder; Ausland; Italien
Abstract	This paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01