Investigating the variety and usualness of correct solution procedures of mathematical word problems

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F20%3A43902058" target="_blank" >RIV/60076658:12410/20:43902058 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.eriesjournal.com/index.php/eries/article/view/272" target="_blank" >https://www.eriesjournal.com/index.php/eries/article/view/272</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7160/eriesj.2020.130102" target="_blank" >10.7160/eriesj.2020.130102</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Investigating the variety and usualness of correct solution procedures of mathematical word problems

Popis výsledku v původním jazyce

The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures, and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers – future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.

Název v anglickém jazyce

Investigating the variety and usualness of correct solution procedures of mathematical word problems

Popis výsledku anglicky

The contribution focuses on issues related to the implementation of formative assessment methods into inquiry based teaching, by means of issues related to solving twelve multiple-step arithmetic word problems based on operations with natural and rational numbers. These word problems have multiple correct solution procedures, and the presented qualitative exploratory empirical study investigates how varied and how usual might be correct solution procedures provided by diverse groups of solvers – future primary school teachers attending diverse university mathematics courses of diverse forms and/or time extent. According to written data collected from 149 solvers, six notions are introduced in the paper: majority, minority and even solution procedures, and majority, minority and mixed solvers. Issues regarding minority solvers are recognized as an important element for implementing formative assessment methods. All the six notions are illustrated in the paper by samples of solution procedures and diagrams of relative frequency. Implications are given for formative assessment within any kind of education involving multiple-step word problems, regardless of the extent of implemented inquiry.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

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

2020

Kód důvěrnosti údajů

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

Název periodika

Journal on Efficiency and Responsibility in Education and Science

ISSN

2336-2375

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

17

Strana od-do

10-26

Kód UT WoS článku

000522786500003

EID výsledku v databázi Scopus

2-s2.0-85083247129