PUPILS' STRATEGIES FOR MISSING VALUE PROPORTIONAL PROBLEMS

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10364014" target="_blank" >RIV/00216208:11410/17:10364014 - isvavai.cz</a>

Výsledek na webu

<a href="http://old.erie.pef.czu.cz/Documents/ERIE2017.pdf" target="_blank" >http://old.erie.pef.czu.cz/Documents/ERIE2017.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

PUPILS' STRATEGIES FOR MISSING VALUE PROPORTIONAL PROBLEMS

Popis výsledku v původním jazyce

The article investigates what strategies pupils use when solving two missing value word problems with the same mathematical model but different contexts. Both are examples of direct proportional problems. The sample consists of 238 Grade 8 pupils and 175 Grade 9 pupils. Their written solutions were analysed in terms of their correctness and strategies used. It was found out that the unit strategy, that is a pre-formal strategy, was by far the most frequent one. The context of the word problem influenced the choice of the strategy for nearly half of the pupils. These pupils saw the two problems with the same mathematical model as belonging to two different classes of problems for which they had available different procedures. The use of formal procedures is less frequent as Grade 8 and 9 pupils do not have them fresh in mind.

Název v anglickém jazyce

PUPILS' STRATEGIES FOR MISSING VALUE PROPORTIONAL PROBLEMS

Popis výsledku anglicky

The article investigates what strategies pupils use when solving two missing value word problems with the same mathematical model but different contexts. Both are examples of direct proportional problems. The sample consists of 238 Grade 8 pupils and 175 Grade 9 pupils. Their written solutions were analysed in terms of their correctness and strategies used. It was found out that the unit strategy, that is a pre-formal strategy, was by far the most frequent one. The context of the word problem influenced the choice of the strategy for nearly half of the pupils. These pupils saw the two problems with the same mathematical model as belonging to two different classes of problems for which they had available different procedures. The use of formal procedures is less frequent as Grade 8 and 9 pupils do not have them fresh in mind.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/GA16-06134S" target="_blank" >GA16-06134S: Slovní úlohy jako klíč k aplikaci a porozumění matematickým pojmům</a><br>

Návaznosti

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

Rok uplatnění

2017

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the 14 th International Conference: Efficiency and Responsibility in Education 2017 (ERIE)

ISBN

978-80-213-2762-7

ISSN

2336-744X

e-ISSN

neuvedeno

Počet stran výsledku

8

Strana od-do

279-286

Název nakladatele

CZECH UNIVERSITY LIFE SCIENCES PRAGUE

Místo vydání

PRAGUE 6

Místo konání akce

Prague

Datum konání akce

8. 6. 2017

Typ akce podle státní příslušnosti

EUR - Evropská akce

Kód UT WoS článku

000409038600035