Learning to solve word problems with understanding

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10489850" target="_blank" >RIV/00216208:11410/24:10489850 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1093/oso/9780192869647.003.0008" target="_blank" >http://dx.doi.org/10.1093/oso/9780192869647.003.0008</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1093/oso/9780192869647.003.0008" target="_blank" >10.1093/oso/9780192869647.003.0008</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Learning to solve word problems with understanding

Popis výsledku v původním jazyce

Word problems have been investigated in mathematics education research for many decades and standpoints. Topics researched by SEMT authors roughly fit into four broad categories. The first investigates the characteristics of pupils and how these affect their ability to solve these problems (e.g. being strong or weak in mathematics). The second focuses on variables that make word problems difficult (e.g. order of the data, context, language consistency). The most attention has been given to the third category, studies on the effect of different instructional methods on pupils&apos; problem-solving ability. The fourth category is lack of attention to effects of classroom-related conditions on pupils&apos; ability to solve word problems. This chapter summarizes the main results of SEMT presentations on word problems in which methodology is presented. These results are discussed against outcomes from international research. Three meta-analyses of studies of word problems are used towards this aim.

Název v anglickém jazyce

Learning to solve word problems with understanding

Popis výsledku anglicky

Word problems have been investigated in mathematics education research for many decades and standpoints. Topics researched by SEMT authors roughly fit into four broad categories. The first investigates the characteristics of pupils and how these affect their ability to solve these problems (e.g. being strong or weak in mathematics). The second focuses on variables that make word problems difficult (e.g. order of the data, context, language consistency). The most attention has been given to the third category, studies on the effect of different instructional methods on pupils&apos; problem-solving ability. The fourth category is lack of attention to effects of classroom-related conditions on pupils&apos; ability to solve word problems. This chapter summarizes the main results of SEMT presentations on word problems in which methodology is presented. These results are discussed against outcomes from international research. Three meta-analyses of studies of word problems are used towards this aim.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

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

Projekt

<a href="/cs/project/TL03000469" target="_blank" >TL03000469: Podpora integrace matematické, čtenářské a jazykové gramotnosti u žáků základních škol</a><br>

Návaznosti

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

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název knihy nebo sborníku

Elementary mathematics teaching: Insights from 30 years of the Symposia on Elementary Mathematics Teaching (SEMT)

ISBN

978-0-19-286964-7

Počet stran výsledku

20

Strana od-do

121-140

Počet stran knihy

321

Název nakladatele

Oxford University Press

Místo vydání

Neuveden

Kód UT WoS kapitoly

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