The influence of situational information on pupils' achievement in additive word problems with several states and transformations
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F19%3A10388541" target="_blank" >RIV/00216208:11410/19:10388541 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=7-Kxz7M-vQ" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=7-Kxz7M-vQ</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s11858-018-0991-8" target="_blank" >10.1007/s11858-018-0991-8</a>
Alternative languages
Result language
angličtina
Original language name
The influence of situational information on pupils' achievement in additive word problems with several states and transformations
Original language description
Research has shown that word problem difficulty is influenced by various linguistic, numerical and general variables, but results in this area are inconsistent. This paper focuses on the question of how the order of numerical data, the context, the position of the unknown transformation, and the length of the statement in an additive word problem, influence the achievement and reasoning of primary pupils. These variables were varied in two word problems requiring additive reasoning and these variants were solved by pupils in Grades 4 and 5 from four Prague primary schools. Item Response Theory was used both for the division of the pupils into four equally able groups each solving a different variant of the word problem, and for the quantitative interpretation of data. The pupils' solutions were also analysed in a qualitative way. For a complex additive problem with several states and transformations, we noticed a significant influence of the order of data and the position of the unknown transformation on the pupils' achievement and types of mistakes. No such influence of context (with which the pupils do not have immediate experience) or the length of the text (prolonged by superfluous information) was found. Some implications for teaching mathematics and preparing tests are given.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
<a href="/en/project/GA16-06134S" target="_blank" >GA16-06134S: Context problems as a key to the application and understanding of mathematical concepts</a><br>
Continuities
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Others
Publication year
2019
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
ZDM - International Journal on Mathematics Education
ISSN
1863-9690
e-ISSN
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Volume of the periodical
51
Issue of the periodical within the volume
1
Country of publishing house
DE - GERMANY
Number of pages
15
Pages from-to
183-197
UT code for WoS article
000463647400014
EID of the result in the Scopus database
2-s2.0-85059830685