A Subtraction Game to Scaffold Primary Students' Word Problem Solving Skills

Autor/inn/en	Erbilgin, Evrim; Macur, Gregory Michael Adam
Titel	A Subtraction Game to Scaffold Primary Students' Word Problem Solving Skills
Quelle	In: Journal on Mathematics Education, 13 (2022) 2, S.307-322 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Erbilgin, Evrim) ORCID (Macur, Gregory Michael Adam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2087-8885
Schlagwörter	Game Based Learning; Subtraction; Grade 2; Grade 3; Elementary School Students; Foreign Countries; Word Problems (Mathematics); Problem Solving; Scaffolding (Teaching Technique); Computer Games; China; Turkey + Suchen Sie Ihr Suchwort? Subtraktion; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Ausland; Textaufgabe; Problemlösen; Computer game; Computerspiel; Computerspiele; Türkei
Abstract	Solving arithmetic word problems has been a challenge for primary students due to difficulties in understanding the problem structure and relating the quantities in the problem to each other. This paper reports on an action research study to enhance students' subtraction word problem-solving skills. The authors observed that their students had difficulties in representing the situations in word problems and solving the problems correctly. They designed, implemented, and analyzed an intervention to scaffold their students' subtraction word problem-solving skills. As part of the intervention, a digital subtraction game was developed and used with second and third-grade students. The game involves three different representations: a discrete visual model, a bar model, and a number sentence. The students played the game and solved additional problems to strengthen their skills for representing and solving subtraction word problems. Twenty-four 2nd grade students in China and two 3rd grade students in Turkey participated in the study. Data sources included a pre-test, a post-test, student worksheets, and teachers' filed notes. Data analysis showed an increase in students' subtraction word problem-solving performance. They also effectively used a variety of representations to represent problem situations. The design and implementation processes of the intervention are discussed in the paper. We share suggestions for future implementation. (As Provided).
Anmerkungen	Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01