The influence of situational information on pupils' achievement in additive word problems with several states and transformations

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The influence of situational information on pupils' achievement in additive word problems with several states and transformations

Popis výsledku v původním jazyce

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&apos; 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&apos; 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.

Název v anglickém jazyce

The influence of situational information on pupils' achievement in additive word problems with several states and transformations

Popis výsledku anglicky

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&apos; 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&apos; 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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

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

2019

Kód důvěrnosti údajů

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

Název periodika

ZDM - International Journal on Mathematics Education

ISSN

1863-9690

e-ISSN

—

Svazek periodika

51

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

15

Strana od-do

183-197

Kód UT WoS článku

000463647400014

EID výsledku v databázi Scopus

2-s2.0-85059830685