Literaturnachweis - Detailanzeige
| Autor/inn/en | Van Dooren, Wim; De Bock, Dirk; Vleugels, Kim; Verschaffel, Lieven |
|---|---|
| Titel | Just Answering... or Thinking? Contrasting Pupils' Solutions and Classifications of Missing-Value Word Problems |
| Quelle | In: Mathematical Thinking and Learning: An International Journal, 12 (2010) 1, S.20-35 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-6065 |
| Schlagwörter | Mathematical Models; Classification; Word Problems (Mathematics); Grade 6; Problem Solving; Mathematics Instruction; Elementary School Mathematics; Foreign Countries; Belgium |
| Abstract | Upper primary school children often routinely apply proportional methods to missing-value problems, even when it is inappropriate. We tested whether this tendency could be weakened if children were not required to produce computational answers to such problems. A total of 75 sixth graders were asked to classify 9 word problems of three types (3 for which proportionality is an appropriate model, 3 implying an invariant additive relationship, and 3 for which the result is constant) and to solve a parallel version of this set of problems. Half of the children first found the solution and then did the classification task (SC-condition), while for the others the order was the opposite (CS-condition). On the word problem test, children often overused proportional methods, but those in the CS-condition performed better than those in the SC-condition, suggesting a positive impact of the classification task. On the classification task, most pupils took into account the underlying mathematical models, but they did not always distinguish proportional from non-proportional problems. Students in the SC-condition performed worse than those in the CS-condition, suggesting that solving the word problems first negatively affects later classifications. (Contains 4 tables and 4 figures.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
