The examining two approaches for facilitating the process of arithmetic word problems solving
Tipo de documento
Autores
Lista de autores
Haghverdi, Majid, Semnani, Ahmad y Seifi, Mohamad
Resumen
This paper focuses on two approaches for facilitating the process of word problems solving. The first approach distinguishes different kinds of occurred errors and the second one recognizes various required and underlying knowledge. The first approach applies Kinfong and Holtan's framework of occurred errors and the second approach applies Mayer’s theory (1992) of underlying knowledge for solving word problems. The main aim of this paper is to examine the relationship between different kinds of occurred errors and various required knowledge in solving Arithmetic word problems. The research methodology is a semi experimental method. The subjects include 89 eight grade students (male and female). The research tools are a descriptive math test regarding six word problems and a directed interview. The results indicate that in solving the arithmetic word problems, increasing students' errors result from lack of linguistic, semantic, structural and communicational knowledge. This study explored that the possible connection between the two approaches for facilitating solving word problems is very important. That is because clarity of this relationship may increase math teachers’ insight about the nature of different kinds of occurred errors and the different aspects of knowledge necessary for solving word problems.
Fecha
2011
Tipo de fecha
Estado publicación
Términos clave
Cuasi-experimental | Errores | Estrategias de solución | Tipos de evaluación | Tipos de problemas | Verbal
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
4
Número
1
Rango páginas (artículo)
135-147
ISSN
21765634
Referencias
Caldwell, J. H. & Goldin, G. A. (1987). Variable affecting word problem difficulty in secondary school. Journal for Research in Mathematics Education, 18(3), 187-196. Carpenter, T. P., Lindquist, M. M., Matthews, W., and Silver, E. A. (1983). Result of the third NAEP mathematics assessment: secondary school. Mathematics Teacher; 76, 652-659. Casey. D. P. (1978). Failing students: A strategy of error analysis. Inp. Costello(Ed). Aspects of motivation, (pp 295-306). Melbourne: Mathematical Association of Victoria. Clements, M. A. (1980). Analyzing children's errors on written mathematical tasks. Educational studies in mathematics, 11, 1-21. Cummins, D. D., Kintsch, W., Reusser, K., & Weimer, R. (1988). The role of understanding in solving word problem. Cognitive Psychology, 20, 405-438. De Corte, E., Vershaffel, L., and De Win, L. (1989). Teaching word problem in the primary school. What research has to say to the teacher? In B. Greer & G. Mulhern (Eds.), New Development in Teaching Mathematics. (pp 85-106). London: Routledge. Greeno, J. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129. Henjes. L. M. (2007). The use of think-aloud strategies to solve word problems. Math in the Middle Institute Partnership. University of Nebraska- Lincoln. Hershkovitz, S,. Nesher, P. (2003). The role of schemes in solving word problems. The Mathematics Educator, 7(2), 1-34. Kinfong, D., & Holtan, B. (1976). An analysis of children's written soloution to word problems. Journal of Research in Mathematics Education, 7(2), 106-121. Lave, J. (1992). Word problem: A microcosm of theories of learning. In context and cognition: ways of learning and knowing, (Ed). Paul light and George Butter worth. New York, Harvester Wheatsheaf. Lester, F. & J. Garofalo, Eds. (1982). Mathematical problem solving: Issues in Research. Philadelphia. Franklin institute Press. Mayer, R. E. and Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & T. Ben-Zeev (Eds.), the nature of mathematical thinking, Mahwah, NJ: Lawrence Elrbaum. (pp, 29-53). Mayer, R., Thinking, Problem solving, Cognition (2nd Ed.). New York: Freeman, (1992). National Council of Teachers of Mathematics. (1980). An agenda for action recommendation for school mathematics of the 1980s. Reston, VA: Author. Newman, M. A. (1977). An analysis of sixth-grade pupils' errors on written mathematical tasks. Victorian Institute for Educational Research Bulletin, 39, 31-43 Pallm, T. (2008). Impact of authenticity on sense making in word problem solving. Educational studies in mathematics, 67, 37-58. Schoenfeld, A. (1985). Mathematical Problem Solving. San Diego. CA: Academic Press, (1985). Valentin, J. D., Sam, L. C. (2004). Roles of semantic structure of arithmetic word problems on pupil's ability to identify the correct operation. International Journal for Mathematics Teaching and Learning, 50, 1-14. Wong, W. K., Hsu, S. C., Wu, S. H., Lee, C. W. Hsu, W. L. (2007). LIM-G: Learner initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computer & education, 48, 582-601.