A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

Autor/inn/en	Kribbs, Elizabeth E.; Rogowsky, Beth A.
Titel	A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics
Quelle	In: International Journal of Research in Education and Science, 2 (2016) 1, S.65-74 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Middle School Students; Secondary School Mathematics; Word Problems (Mathematics); Mathematics Instruction; Teaching Methods; Spatial Ability; Visual Perception; Heuristics; Literature Reviews; Problem Solving; Pictorial Stimuli; Disabilities + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Textaufgabe; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Räumliches Vorstellungsvermögen; Visuelle Wahrnehmung; Heuristik; Problemlösen; Fantasieanregung; Handicap; Behinderung
Abstract	Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or persons while neglecting the spatial relationships between those components (Hegarty & Kozhevnikov, p. 686). Research supports schematic diagrams that highlight spatial relationships and focus on related information within the problem (Hegarty & Kozhevnikov, 1999; van Garderen & Montague, 2003). In addition to these strategies, educators have used heuristics (systematic scripted procedures to solve word problems) as a way to provide structure and routine to a variety of word problems. This review of the literature found varying results for the use of some heuristics being implemented in present-day classrooms. On the other hand, both visual-spatial diagrams and heuristics have demonstrated value in middle school special education classrooms. These findings support the further use and research of visual-spatial representations and problem-solving heuristics in order to solve mathematics word problems. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01