Upper Elementary School Children's Understanding and Solution of a Quantitative Problem inside and outside the Mathematics Class

Autor/inn/en	Dewolf, Tinne; Van Dooren, Wim; Verschaffel, Lieven
Titel	Upper Elementary School Children's Understanding and Solution of a Quantitative Problem inside and outside the Mathematics Class
Quelle	In: Learning and Instruction, 21 (2011) 6, S.770-780 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2011.05.003
Schlagwörter	Mathematical Models; Grade 5; Grade 6; Problem Solving; Problem Sets; Cognitive Style; Word Problems (Mathematics); Mathematics Tests; Religious Education; Mathematics Education; Context Effect; Comparative Analysis; Comparative Testing; Knowledge Level + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Problemlösen; Problemstellung; Cognitive styles; Kognitiver Stil; Textaufgabe; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Mathematische Bildung; Wissensbasis
Abstract	We confronted 151, 5th and 6th elementary grade pupils with a quantitative problem in a mathematics or religion class, to examine the influence of the context on pupils' understanding and solution of such problems inside and outside the mathematics class. Pupils were first asked to solve a problem about fair sharing either during a mathematics or a religion class. Afterwards, they had to evaluate several (fictional) answers for this problem. We compared the responses and evaluations from both groups and found that (1) in the mathematics class pupils preferred precise numerical answers, while in the religion class pupils had a preference for a verbal description of the solution; (2) pupils in the mathematics class preferred answers motivated by calculations, while in the religion class, pupils favoured non-numerical arguments; (3) the concept ''fairness'' was interpreted and used differently in both conditions, leading to different preferential situational and mathematical models and solutions. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10