The effect of an irrelevant number and language consistency in a word problem on pupils' achievement and reasoning

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

The effect of an irrelevant number and language consistency in a word problem on pupils' achievement and reasoning

Popis výsledku v původním jazyce

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&apos; 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&apos; reasoning. We showed that pupils&apos; 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&apos; knowledge and experience as the effect of a variable does not have to show itself under some circumstances.

Název v anglickém jazyce

The effect of an irrelevant number and language consistency in a word problem on pupils' achievement and reasoning

Popis výsledku anglicky

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&apos; 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&apos; reasoning. We showed that pupils&apos; 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&apos; knowledge and experience as the effect of a variable does not have to show itself under some circumstances.

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

2022

Kód důvěrnosti údajů

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

Název periodika

International Journal of Mathematical Education in Science and Technology [online]

ISSN

1464-5211

e-ISSN

1464-5211

Svazek periodika

53

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

20

Strana od-do

807-826

Kód UT WoS článku

000548505600001

EID výsledku v databázi Scopus

2-s2.0-85087453307