Word Problem Solving: A Schema Approach in Year 3

Autor/in	van Klinken, Eduarda
Titel	Word Problem Solving: A Schema Approach in Year 3
Quelle	In: Australian Primary Mathematics Classroom, 17 (2012) 1, S.3-8 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0286
Schlagwörter	Private Schools; Problem Solving; Word Problems (Mathematics); Subtraction; College Mathematics; College Students; Mathematics Education; Mathematics Instruction; Addition; Foreign Countries; Mathematical Concepts; Primary Education; Australia + Suchen Sie Ihr Suchwort? Private school; Privatschule; Problemlösen; Textaufgabe; Subtraktion; Collegestudent; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Ausland; Primarbereich; Australien
Abstract	This article outlines how a Brisbane independent school, Clayfield College, improved the ability of its Year 3 students to solve addition and subtraction word problems by utilising a schematic approach. It was observed that while students could read the words in the text of a written problem, many had difficulty identifying the core information and were unable to derive a relevant number sentence. In this article, the author briefly outlines the most pertinent research and provides a short summary of how the unit unfolded. The word problem solving unit consisted of two 40-minute lessons per week throughout an eight-week block and was undertaken in two co-educational Year 3 classes. (Contains 6 figures.) (ERIC).
Anmerkungen	Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10