Learning to solve story problems - Supporting transitions between reality and mathematics.

Autor/in	Große, Cornelia S.
Titel	Learning to solve story problems - Supporting transitions between reality and mathematics. Gefälligkeitsübersetzung: Textaufgaben lösen lernen - Förderung der Übergänge zwischen Realität und Mathematik.
Quelle	In: European journal of psychology of education, 29 (2014) 4, S. 619-634Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Lernfähigkeit; Problemlösen; Middle School; Sekundarbereich; Schüler; Schülerin; Motivation; Erzählen; Mathematik; Realität; USA
Abstract	Tested whether learning competencies in solving story problems is supported by reducing textual descriptions and/or intra-mathematical issues at the beginning of the process. Applying mathematics to real problems is increasingly emphasized in school education. However, it is often complained that many students are not able to solve mathematical problems embedded in contexts. In order to solve story problems, a transition from a textual description to a mathematical notation has to be found, intra-mathematical calculations have to be performed, and the results have to be interpreted with respect to the described situation. It is often suggested to consider problems which are embedded in a context from the very beginning. On the other hand, step-by-step procedures at the beginning of learning processes are widely proposed. The present experiment (81 8th and 9th graders, mean age 13 years) tested whether starting a learning process in a "pure" intra-mathematical way (thus, without a textual description of a context) is more beneficial than starting a learning process with problems providing a very short context or with problems providing a detailed context, both with respect to objective measures and with respect to subjective measures. A pre-test assessing prior knowledge and questionnaire regarding subjective assessment of interest and perceived difficulty were also completed. Results indicate that starting with intra-mathematical problems and starting with detailed story problems can both be very effective. However, interaction effects with prior knowledge have to be taken into account. With respect to motivational aspects, the results indicate that intra-mathematical problems and focused story problems are substantially more appreciated by the learners than detailed story problems. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3