Investigating the variety and usualness of correct solution procedures of mathematical word problems

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F20%3A43902058" target="_blank" >RIV/60076658:12410/20:43902058 - isvavai.cz</a>

Result on the web

<a href="https://www.eriesjournal.com/index.php/eries/article/view/272" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/272</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2020.130102" target="_blank" >10.7160/eriesj.2020.130102</a>

Result language

angličtina

Original language name

Investigating the variety and usualness of correct solution procedures of mathematical word problems

Original language description

The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures, and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers – future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.

Czech name

—

Czech description

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Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/TL02000368" target="_blank" >TL02000368: Learning Hyperspace for Formative Assessment and Inquiry Based Science Teaching</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

—

Volume of the periodical

13

Issue of the periodical within the volume

1

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

17

Pages from-to

10-26

UT code for WoS article

000522786500003

EID of the result in the Scopus database

2-s2.0-85083247129