Majority and minority correct procedures for solving mathematical word problems

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F19%3A43899420" target="_blank" >RIV/60076658:12410/19:43899420 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Majority and minority correct procedures for solving mathematical word problems

Popis výsledku v původním jazyce

The contribution investigates the usualness of correct procedures used for solving mathematical word problems. Participants of the referred qualitative empirical study were future primary school teachers attending a one-year inquiry-based university course on mathematics. During the course they solved twelve open word problems with different difficulty that were based on operations with natural numbers and fractions. Comparison of correct solution procedures revealed two diverse types of word problems: those with various procedures evenly used by the solvers, and those with one procedure used by majority of the solvers and the others used by minority of the solvers. Detailed comparison of the word problems with majority and minority solution procedures revealed two diverse groups of participants: those who tended to use the majority procedures, and those who tended to use the minority procedures. In general, the contribution addresses the issues related to the use of formative assessment in inquiry-based mathematics education.

Název v anglickém jazyce

Majority and minority correct procedures for solving mathematical word problems

Popis výsledku anglicky

The contribution investigates the usualness of correct procedures used for solving mathematical word problems. Participants of the referred qualitative empirical study were future primary school teachers attending a one-year inquiry-based university course on mathematics. During the course they solved twelve open word problems with different difficulty that were based on operations with natural numbers and fractions. Comparison of correct solution procedures revealed two diverse types of word problems: those with various procedures evenly used by the solvers, and those with one procedure used by majority of the solvers and the others used by minority of the solvers. Detailed comparison of the word problems with majority and minority solution procedures revealed two diverse groups of participants: those who tended to use the majority procedures, and those who tended to use the minority procedures. In general, the contribution addresses the issues related to the use of formative assessment in inquiry-based mathematics education.

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/TL02000368" target="_blank" >TL02000368: Hyperspace pro formativní hodnocení a badatelsky orientovanou výuku v přírodovědných předmětech a matematice</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 statě ve sborníku

PROCEEDINGS OF THE 16TH INTERNATIONAL CONFERENCE EFFICIENCY AND RESPONSIBILITY IN EDUCATION 2019 (ERIE)

ISBN

978-80-213-2878-5

ISSN

2336-744X

e-ISSN

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Počet stran výsledku

8

Strana od-do

243-250

Název nakladatele

CZECH UNIVERSITY LIFE SCIENCES PRAGUE, DEPT SYSTEMS ENG

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

6. 6. 2019

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000478861500032