Literaturnachweis - Detailanzeige
| Autor/inn/en | Scheibling-Sève, Calliste; Pasquinelli, Elena; Sander, Emmanuel |
|---|---|
| Titel | Assessing Conceptual Knowledge through Solving Arithmetic Word Problems |
| Quelle | In: Educational Studies in Mathematics, 103 (2020) 3, S.293-311 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Scheibling-Sève, Calliste) ORCID (Sander, Emmanuel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-1954 |
| DOI | 10.1007/s10649-020-09938-3 |
| Schlagwörter | Arithmetic; Word Problems (Mathematics); Problem Solving; Mathematical Concepts; Concept Formation; Grade 4; Grade 5; Elementary School Students; Semantics; Mathematical Logic; Knowledge Level |
| Abstract | We propose to assess conceptual knowledge of mathematical notions by having recourse to isomorphic word problems. We assumed that failing to solve isomorphic problems is an indicator of lack of conceptual knowledge. To reach these conclusions, two experiments were conducted among 4th and 5th grade students. In experiment 1, each student had to solve one isomorphic word problem allowing two solving strategies. Results from experiment 1 showed that semantic context promoted a one-sided perspective, constraining the strategies used. The second experiment questioned if the strategy choices by students reflected a lack of procedural knowledge or difficulty in conceptual knowledge. Students solved several problems with the explicit task of proposing two strategies. Results showed that students struggled to identify the conceptual structure of the problems: they changed their strategy depending on semantic contexts, and did not succeed in adopting two encodings for the same problem. This lack of flexibility does not reflect weak procedural knowledge but difficulties in conceptual knowledge. Once conceptual knowledge is characterized as the ability to get over dependence on semantic context, using word problems as assessment tools for conceptual development opens up educational perspectives. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
