The effect of an irrelevant number and language consistency in a word problem on pupils' achievement and reasoning
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10417530" target="_blank" >RIV/00216208:11410/22:10417530 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=~adn5dv9WY" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=~adn5dv9WY</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/0020739X.2020.1782497" target="_blank" >10.1080/0020739X.2020.1782497</a>
Alternative languages
Result language
angličtina
Original language name
The effect of an irrelevant number and language consistency in a word problem on pupils' achievement and reasoning
Original language description
The adverse influence of the presence of an irrelevant number and language inconsistency in a word problem is well known. Our study focused on the combination of these two variables and on the position of the irrelevant number in the word problem for Grade 6 pupils. The study has a mixed design. Item Response Theory was used to make equally able groups and to find two-parameter models for the assigned word problem. An independent two-sample t-test was used to determine differences in the difficulty of word problems. Further insight was gained by analyzing pupils' written solutions and complementary task-based interviews.Weconfirmed the influence of the variables in question on the word problem difficulty and showed that their combined influence manifests itself in further achievement drop and in the change of strategies and errors. We documented multiple ways in which an irrelevant number influences pupils' reasoning. We showed that pupils' insufficient familiarity with decimals may prevail over their apparent ability to mathematize a relational term with natural numbers. This shows the importance of adjusting the word problem difficulty to pupils' knowledge and experience as the effect of a variable does not have to show itself under some circumstances.
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
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Mathematical Education in Science and Technology [online]
ISSN
1464-5211
e-ISSN
1464-5211
Volume of the periodical
53
Issue of the periodical within the volume
4
Country of publishing house
GB - UNITED KINGDOM
Number of pages
20
Pages from-to
807-826
UT code for WoS article
000548505600001
EID of the result in the Scopus database
2-s2.0-85087453307