Exploring the Episodic Structure of Algebra Story Problem Solving. Revised.

Autor/inn/en	Hall Rogers; und weitere
Institution	California Univ., Irvine. Dept. of Information and Computer Science.
Titel	Exploring the Episodic Structure of Algebra Story Problem Solving. Revised.
Quelle	(1988), (95 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Mathematical Applications; Mathematical Concepts; Mathematical Logic; Mathematical Models; Mathematics Achievement; Mathematics Instruction; Problem Solving; Secondary Education; Secondary School Mathematics; Word Problems (Mathematics) + Suchen Sie Ihr Suchwort? Angewandte Mathematik; Innermathematische Anwendung; Mathematical logics; Mathematische Logik; Mathematical model; Mathematisches Modell; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Problemlösen; Sekundarbereich; Textaufgabe
Abstract	This paper analyzes the quantitative and situational structure of algebra story problems, uses these materials to propose an interpretive framework for written problem soving protocols, and then presents an exploratory study of the episodic structure of algebra story problem solving in a sizable group of mathematically competent subjects. Analyses of written protocols compare the strategic, tactical, and conceptual content of solution attempts, looking within these attempts at the interplay between problem comprehension and solution. Comprehension and solution of algebra story problems are complimentary activities, giving rise to a succession of problem solving episodes. While direct algebraic problem solving is sometimes effective, results suggest that the algebraic formalism may be of little help in comprehending the quantitative constraints posed in a problem text. Instead, competent problem solvers often reason within the situational context presented by a story problem, using various forms of "model-based reasoning" to identify, pursue, and verify quantitative constraints required for solution. The paper concludes by discussing the implications of these findings for acquiring mathematical concepts (e.g., related linear functions) and for supporting their acquisition through instruction. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC