Academic literature on the topic 'Verbal mathematical problems'
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Journal articles on the topic "Verbal mathematical problems"
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Sarjana, Ketut, Laila Hayati, and Wahidaturrahmi Wahidaturrahmi. "Mathematical modelling and verbal abilities: How they determine students’ ability to solve mathematical word problems?" Beta: Jurnal Tadris Matematika 13, no. 2 (2020): 117–29. http://dx.doi.org/10.20414/betajtm.v13i2.390.
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 [English]: This study aims to determine the level of lower secondary school students’ ability in solving mathematical word problems and how much both mathematical modelling ability and verbal ability influence the ability to solve word problems in the implementation of Kurikulum 2013 (Curriculum 2013). This study involved 411 students as samples determined by stratified proportional random sampling technique. The test used was declared valid through construct validity and reliability with Cronbach's alpha. Data were analyzed descriptively and inferentially. Descriptively, the students' ability in solving mathematical word problems was classified as medium. Meanwhile, inferentially, results were obtained indicating that: (1) students' verbal ability is significantly influential on the ability to solve word problems by 47.6%; (2) the students’ ability in mathematical modelling is significantly influential on the ability to solve word problems by 84.6%; and (3) students' verbal and mathematical modelling abilities are significantly influential on the ability to solve word problems by 87.8%. This indicates that the increase in students' ability to solve mathematical word problems will be more optimal if the verbal ability and the mathematical modelling ability are considered simultaneously, rather than focusing on one ability only.
 Keywords: Verbal ability, Mathematical modelling, word problems, Curriculum 2013
 [Bahasa]: Penelitian ini bertujuan menentukan tingkat kemampuan siswa SMP menyelesaikan soal cerita matematika dan seberapa besar pengaruh kemampuan membuat model matematika dan verbal terhadap kemampuan menyelesaikan soal cerita pada pelaksaaan kurikulum 2013. Penelitian ini melibatkan 411 siswa sebagai sampel yang ditentukan melalui teknik stratified porposional random sampling. Tes yang digunakan dinyatakan valid melalui uji validitas konstruk dan reliabel dengan Alpha Cronbach. Data dianalisis secara deskriptif dan inferensial. Secara deskriptif, kemampuan siswa dalam menyelesaikan soal cerita matematika masih tergolong sedang. Sedangkan secara inferensial diperoleh hasil bahwa (1) kemampuan verbal siswa berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan verbal 47,6%; 2) kemampuan siswa dalam membuat model matematika berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan membuat model matematika 84,6%; 3) kemampuan verbal dan membuat model matematika siswa berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan verbal dan membuat model matematika sebesar 87,8%. Hal ini mengindikasikan bahwa peningkatan kemampuan siswa dalam menyelesaikan soal cerita matematika akan lebih optimal jika kemampuan verbal dan kemampuan membuat model matematika diperhatikan secara bersamaan dibandingkan hanya fokus pada salah satu kemampuan saja.
 Kata kunci : Kemampuan verbal, Model matematika, Soal cerita, Kurikulum 2013
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Giordano, Gerard. "Strategies That Help Learning-Disabled Students Solve Verbal Mathematical Problems." Preventing School Failure: Alternative Education for Children and Youth 35, no. 1 (1990): 24–28. http://dx.doi.org/10.1080/1045988x.1990.9944245.
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Tasni, Nurfaidah, and Elly Susanti. "Membangun Koneksi Matematis Siswa dalam Pemecahan Masalah Verbal." Beta Jurnal Tadris Matematika 10, no. 1 (2017): 103. http://dx.doi.org/10.20414/betajtm.v10i1.108.
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[Bahasa]: Penelitian ini mendeskripsikan proses membangun koneksi matematis dalam pemecahan masalah verbal atau soal cerita. Pada proses penyelesaian masalah verbal, diidentifikasi beberapa jenis koneksi yang dibangun siswa. Jenis soal dikembangkan berdasarkan karakteristik koneksi matematis menurut NCTM, yaitu koneksi antar topik matematika, koneksi dengan disiplin ilmu lain, dan koneksi dalam kehidupan sehari-hari. Pengumpulan data dilakukan melalui proses wawancara semi terstruktur terhadap 2 orang subjek yang dipilih dengan tehnik purposive sampling. Penelitian ini mengunkap ada tujuh jenis koneksi yang dibangun oleh siswa pada saat menyelesaikan masalah verbal, yaitu: koneksi pemahaman, koneksi jika maka, koneksi representasi yang setara, koneksi hirarki, koneksi perbandingan melalui bentuk umum, koneksi prosedur, dan koneksi justifikasi dan representasi. 
 Kata kunci: Koneksi Matematis; Pemecahan Masalah; Soal Verbal
 [English]: The current research aims to describe the process of developing mathematical connection in solving verbal or word mathematics problems. In solving problems, the mathematical connections developed by the subjects are identified. The mathematics problems refer to the characteristics of mathematical connections by NCTM, i.e. connections within mathematics topics, connection with other fileds, and connections with daily life. Data collection is conducted through students’ work and semi-structure interview with two subjects. The subjects are selected through purposive sampling. This research reveals seven kinds of mathematical connections developed by the subjects in solving verbal mathematics problems, i.e. connection in understanding, if then connection, equal representation connection, hierarchy connection, proportion connection through general form, procedure connection, and justification and representation connection. 
 Keywords: Mathematical Connection; Problem Solving; Verbal Problems
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Silviana, Dewi, and Arnasari Merdekawati Hadi. "Profil Kemampuan Komunikasi Visual-Verbal Dalam Pemecahan Masalah Matematika." MANDALIKA Mathematics and Educations Journal 1, no. 2 (2019): 87. http://dx.doi.org/10.29303/mandalika.v1i2.1570.
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This research aim to discusses the profile of visual-verbal communication ability in mathematical problem solving from students' mathematics learning achievement. The instruments in this study were the researchers themselves, visual-verbal communication mathematics problem solving test and interview guidelines. Subjects in this study were 2 students with high learning achievement (PBT), 2 students with moderate learning achievement (PBS), and 2 students with low learning achievement (PBR). The results showed that students with high learning achievement improve verbal communication and mathematical communication skills that are more complicated than students with learning achievement who are solving mathematical problems. Meanwhile, students with low learning achievement solve problems by communicating verbal mathematical symbol. AbstrakPenelitian ini bertujuan mengungkap profil kemampuan komunikasi visual-verbal dalam pemecahan masalah matematika dilihat dari prestasi belajar matematika siswa. Instrumen dalam penelitian ini adalah peneliti sendiri, tes pemecahan masalah matematika komunikasi visual-verbal dan pedoman wawancara. Subjek penelitian terdiri dari 2 orang siswa prestasi belajar tinggi (PBT), 2 orang siswa prestasi belajar sedang (PBS), dan 2 orang siswa prestasi belajar rendah (PBR). Hasil penelitian menunjukkan bahwa siswa dengan prestasi belajar tinggi meningkatkan kemampuan komunikasi visual dan matematis verbal yang lebih rumit dari siswa dengan prestasi belajar sedang memecahkan masalah matematika. Sementara, siswa dengan prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal. Siswa prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal.
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Moskofoglou-Chionidou, Maria. "The effect of verbal and illustrative representation on solving statistical problems by students in elementary school." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): 130–37. http://dx.doi.org/10.18844/prosoc.v6i7.4523.
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The purpose of this study was to examine the effect of verbal and illustrative representation of the same statistical problems experienced by 56 elementary school students. Students were evaluated on problem-solving skills through six statistical problems as presented in school textbooks. One week later, the students were re-evaluated on problem-solving skills using the same problems that had been illustratively and verbally represented by the researchers. At the same time, we examined the correlation of students' performance to the six given problems in relation to their reading comprehension, verbal and mathematical competence (based on teachers' grade assignment). From the results of the quantitative research method that was used, there was a statistically significant correlation between the verbal representations in a) two out of six problems related to the mean value calculation using α representational table format and b) a bar graph construction based on a representational table format. However, an important finding of the research was the high correlation between students' performance and their reading comprehension, verbal and mathematical competence.
 Keywords: Verbal representation of a problem, illustrative representation of a problem, statistics.
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Amaliyah AR, Rezki, and Nurfadilah Mahmud. "Analisis Kemampuan Representasi Matematis dalam Pemecahan Masalah Geometri serta Faktor-Faktor yang Mempengaruhinya." Jurnal Review Pembelajaran Matematika 3, no. 2 (2018): 146–60. http://dx.doi.org/10.15642/jrpm.2018.3.2.146-160.
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This is qualitative research with a descriptive-explorative approach that aims to determine students' mathematical representation skills in solving Geometry problems. The population is all students in the mathematics education department who study Basic Geometry. The main subject was chosen by stratified technique and purposive sampling. The instruments are placement tests, diagnostic tests, and guided interviews. Data collection uses a triangulation method that aims to examine legitimate data. The results showed that 1) subjects with high skills always present visual representations and mathematical expressions, 2) subjects with intermediate skills present visual representations and mathematical expressions, and verbal but less representative representations, 3) subjects with low skills don’t present visual representations and mathematical expressions and verbal representations of problem-solving steps; and 4) there are several factors that influence the ability of mathematical representation to solve geometric problems, among others, subjects are less able to present problems in geometric patterns, because the subject does not understand the problem.
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Wulandari, Elis Dwi, Erry Hidayanto, and Rustanto Rahardi. "Representasi Matematis Siswa Tuna Rungu dalam Menyelesaikan Soal Cerita Matematika." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 7 (2019): 971. http://dx.doi.org/10.17977/jptpp.v4i7.12644.
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<p><strong>Abstract:</strong> Mathematical representation is the way of communicating mathematical ideas and problems solutions. Communicating mathematical ideas requires external representation in the form of actions, verbal, symbolic, visual and real objects. This study aims to describe the form of representation of Deaf Students in solving mathematical story problems. The research was conducted by giving types of text questions as well as text and image questions to three DS at Banyuwangi State of Special Need High School. The results of student work analysis found that there are two types of mathematical representations that appear in solving story problems, namely verbal representation indicated by writing words, numbers, letters, sentences and oral and representation of mathematical expressions in the form of symbols and numbers. DS are able to representing, make mathematical symbols, explain in writing or sign language what they think are.</p><strong>Abstrak:</strong><em> </em>Representasi matematis adalah cara mengomunikasikan ide-ide matematis maupun solusi permasalahan. Mengomunikasikan ide-ide matematis diperlukan representasi eksternal berbentuk tindakan, verbal, simbolik, visual dan objek nyata. Studi ini bertujuan untuk mendeskripsikan bentuk representasi siswa Tuna Rungu dalam menyelesaikan soal cerita matematika. Penelitian dilakukan dengan memberikan jenis soal teks serta soal teks dan gambar kepada tiga siswa TR di SMALBN Banyuwangi. Hasil analisis pekerjaan siswa ditemukan terdapat dua tipe bentuk representasi matematis yang muncul dalam menyelesaikan soal cerita, yaitu representasi verbal yang ditunjukkan dengan tulisan kata, angka, huruf, kalimat serta lisan dan representasi ekspresi matematis berupa simbol dan angka. Siswa TR mampu merepresentasikan, membuat simbol matematis, menjelaskan dengan tulisan maupun bahasa isyarat apa yang mereka pikirkan.
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Rowan, Thomas E., and Josepha Robles. "Using Questions to Help Children Build Mathematical Power." Teaching Children Mathematics 4, no. 9 (1998): 504–9. http://dx.doi.org/10.5951/tcm.4.9.0504.
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This verbal exchange occurred in a fifth-grade classroom where the students were doing a simple warm-up activity in which they selected problems from a given set, solved them mentally, and shared their solution strategies. After listening to the strategies used by Tina, Dan, and Maria, their classmates looked to see if they could solve other problems in the same interesting ways. Asking children to share their strategies for solving problems is a simple but powerful learning tool for promoting understanding and flexibility in doing mathematics.
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Nizaruddin, Nizaruddin, Muhtarom Muhtarom, and Yanuar Hery Murtianto. "EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS." Problems of Education in the 21st Century 75, no. 6 (2017): 591–98. http://dx.doi.org/10.33225/pec/17.75.591.
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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.
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Nizaruddin, Nizaruddin, Muhtarom Muhtarom, and Yanuar Hery Murtianto. "EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS." Problems of Education in the 21st Century 75, no. 6 (2017): 591–98. http://dx.doi.org/10.33225/17.75.591.
Full textAbstract:
The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.
Dissertations / Theses on the topic "Verbal mathematical problems"
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DUNCAN, JAMES EDWIN. "THE HEURISTICS UTILIZED BY FIFTH GRADE STUDENTS IN SOLVING VERBAL MATHEMATICS PROBLEMS IN A SMALL GROUP SETTING." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188045.
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Specific to the recommendation of the National Council of Teachers of Mathematics (1980) to identify and analyze problem solving strategies and the settings in which the development of these strategies could be optimized, this study is a compilation of three case studies which describe what elementary school children say and do when solving verbal mathematics problems in small groups. Persuant to this goal, three four-member groups were selected and asked to reach a consensus within each group on the solution to a variety of routine and non-routine problems. In this relatively unstructured setting, transcriptions of verbal interactions, written records of all computations, and observer notes were compiled for each group. The resulting identification and description of the problem solving behaviors which occurred were analyzed in terms of two broad interactive functions by which children seek to understand verbal problems: the construction of mental representations or physical displays of the problems and the evaluations of these constructions. Representations, in this perspective, are constructed at two levels: a contextual level at which the problem situation is linguistically interpreted and a structural level at which a statement of a problem underlying mathematical structure is defined. Evaluations also occur which allow group members to monitor their understanding and direct the course of the problem solving effort. The findings indicate that intermediate aged children when solving problems in small groups display general patterns of behavior. These patterns of behavior include: the manner in which the groups approach and effectively isolate the contextual elements of a verbal problem, the propensity of groups to change the mode in which a problem is represented by utilizing manipulatives, diagrams, tables and other physical displays, and the manner in which groups monitor the course of problem solving and reach consensuses on solution proposals. Within this general pattern, however, specific subject and task variables characterize individual groups, affecting both the group interaction and the incidence of specific problem solving behaviors. These findings suggest practical classroom applications for group problem solving formats in the elementary school classroom. Additional research, however, must provide the link between group problem solving and individual performance.
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Franco, Miranda Nayla Allisson, and Caruajulca Katerin Marilu Benavides. "Conocimiento especializado del profesor de matemática en la enseñanza - aprendizaje de los problemas aritméticos de enunciado verbal (PAEV)." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/653840.
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Los problemas aritméticos de enunciado verbal constituyen una parte fundamental del área de Matemáticas, ya que su enseñanza y resolución son una de las grandes dificultades que enfrentan los profesores y estudiantes. En este trabajo desde un enfoque cualitativo se realizará un análisis didáctico respecto al Conocimiento especializado del profesor de Matemáticas (MTSK) sobre los problemas aritméticos de enunciado verbal (PAEV).<br>Verbal arithmetic problems are established as one of the essential parts of the Area of Math, since their teaching and resolution are one of the great difficulties faced by teachers and students. In this work, from a qualitative perspective, a didactic analysis will be carried out with respect to the Mathematics Teacher Specialized Knowledge (MTSK) on the arithmetic problems of verbal statement (PAEV).<br>Trabajo de investigación
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Byron, Maria Kimlan. "Confronting the verbal/visual issue : the mathematical problem solving processes of a small group of female junior secondary students /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861796818465.
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Prins, Elizabeth Diana. "The influence of readibility of examination questions on achievement in senior secondary school mathematics : a study on verbal problems with special reference to second language readers." Thesis, Stellenbosch : Stellenbosch University, 1995. http://hdl.handle.net/10019.1/54895.
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Thesis (PhD)--Stellenbosch Universityh, 1995.<br>ENGLISH ABSTRACT: This study investigates the influence of readability of mathematics examination questions
on achievement. The aim of any mathematics examination is to assess whether the aims
of a specific mathematics programme have been realized. Readability factors that
unnecessarily prevent a clear understanding of questions could jeopardize this aim. The
important issue is, therefore, whether there are indeed readability factors in mathematics
examination questions that cause comprehension problems for students and, if there are,
do they hav~ any effect on test scores?
The issue of readability is of even greater importance for second language readers. In
the South Mrican context, the reading problems of second language readers are of
particular importance as most students at school are second language learners. An
important question would therefore be: What readability factors cause comprehension
difficulties for second language students, especially those whose mother tongue is not
kindred to English? Furthermore, what is the influence of cultural factors on readability?
This study provides answers to these and other related questions for mathematics text
at senior secondary school level.
Protocol analysis was used to ascertain what readability problems are experienced by
students when reading examination questions in mathematics. Three different language
groups, comprising 17 -18-year-old students, were used in the study: English First
Language students and two groups who had English as a second language. One second
language group had Mrikaans as first language while the other group comprised Mrican
students whose mother tongue is unrelated to English. A framework was developed to
analyse the protocols and it comprised five categories:
unfamiliar vocabulary
structural problems
obscure information
visualization difficulties
non-verbal factors
Mter the protocol study, students were asked to adapt the examination questions to a
more comprehensible form. Students' adaptations addressed lexical, syntactical, discourse and non-verbal factors. Most of the readability problems identified in the literature study
were verified in the empirical study. However, the empirical study generated additional
readability problems that are mainly restricted to mathematics text and relate to nonverbal
factors like mathematical expressions. During the last phase of the empirical study
a composite test was used to test the hypothesis that improved readability of the common
language used in mathematics examination questions' will improve achievement. Nine socalled
"word problems" from previous examination papers were set in three different
versions: original, adapted and non-verbal.
The hypothesis was confirmed in a number of important cases. A significant finding of
the study was, therefore, that readability factors not only influence the comprehension
of mathematics examination questions, but also have a marked influence on students'
achievement levels. The results of the empirical study are reported quantitatively as well
as qualitatively. Other results include the following:
Not only second language students, but also first language students experienced
a variety of readability problems.
All three language groups demonstrated the same level of competency on the
non-verbal versions. When comparing test scores of the verbal versions,
differences in achievement levels between the different language groups were
often caused by linguistic and cultural factors.
Cultural thought patterns, typical of a mother tongue but absent in a second
language, were often a source of comprehension difficulties for second language
readers.
This study has led to certain conclusions for teaching and examination practice. For
example, factors influencing the readability of ordinary English should be considered with
other factors when writing mathematics examination questions. Furthermore, the
distinctly different reading needs of second language students suggest that examination
papers be set, so that the language needs of second language learners are
accommodated.
Guidelines for writing more readable examination questions were developed and are
presented as a readability checklist. Suggestions for further research include the
investigation of the influence of readability on achievement in authentic examination
conditions.<br>AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die invloed van leesbaarheid van wiskunde eksamenvrae op
prestasie. Die doel van enige wiskunde eksamen is om vas te stel of die doelwitte van
'n spesifieke wiskunde program bereik is. Leesbaarheidsfaktore wat die volledige begryp
van vraestelle onnodig belemmer, kan die bereiking van hierdie doel verhinder. Dit is
dus belangrik om vas te stel of daar wel leesbaarheidsfaktore in wiskunde eksamenvrae
bestaan wat vir leerlinge begripsprobleme veroorsaak en, indien wel, of hulle enige effek
op toetspunte het.
Vir tweedetaallesers is die kwessie van leesbaarheid van nog groter belang. In die SuidAfrikaanse
opset is die leesprobleme van tweedetaal lesers 'n uiters aktuele saak
aangesien die meeste skoolleerlinge tweedetaal leerders is. Belangrike vrae is dus:
Watter faktore veroorsaak leesbaarheidsprobleme vir tweedetaalleerlinge, veral diegene
met 'n nie-verwante moedertaal en, watter invloed het kultuur op leesbaarheid? Hierdie
ondersoek bied antwoorde op hierdie en ander verwante vrae ten opsigte van wiskunde
eksamenvrae op senior sekondere vlak.
Protokol analise is gebruik om vas te stel watter leesbaarheidsprobleme ondervind word
wanneer leerlinge wiskunde eksamenvrae lees. Drie verskillende taalgroepe, bestaande
uit 17 -18-jarige leerlinge, het aan die ondersoek deelgeneem: Engels Eerstetaalleerlinge
en twee groepe wat Engels as tweede taal gehad het. Een van die tweedetaal groepe het
Afrikaans as eerste taal gehad terwyl die ander groep bestaan het uit Afrikane wie se
moedertaal nie aan Engels verwant is nie. 'n Raamwerk is ontwikkel om die protokolle
te analiseer en het uit die volgende vyf kategoriee bestaan:
onbekende woordeskat
strukturele probleme
onduidelike inligting
visualiseringsprobleme
nie-verbale probleme
Gedurende die tweede fase van die ondersoek is leerlinge gevra om die vrae tot 'n meer
verstaanbare vorm aan te pas. Leerlinge se aanpassings het leksikale, sintaktiese, diskoers
en nie-verbale faktore aangespreek. Sommige leesbaarheidsprobleme wat in die
literatuurstudie gei'dentifiseer is, is in die empiriese ondersoek geverifieer. Die empiriese ondersoek het egter addisionele leesbaarheidsprobleme uitgelig wat meerendeels
wiskundig van aard is en verband hou met nie-verbale faktore soos wiskunde
uitdrukkings. Gedurende die laaste deel van die empiriese ondersoek is 'n samegestelde
toets gebruik om die volgende hipotese te toets: Verbeterde leesbaarheid van die gewone
taal wat in wiskunde eksamenvrae gebruik word, sal die prestasie van leerlinge verb et er. N ege
sogenaamde woordsomme is op verskillende maniere gestel: oorspronklik, aangepas en
nie-verbaal.
Die hipotese is in 'n hele aantal belangrike gevalle bevestig. Een van die bevindinge van
die ondersoek was dus dat leesbaarheidsfaktore nie slegs be grip ten opsigte van wiskunde
eksamenvrae bei:nvloed nie, maar ook 'n beduidende invloed op prestasie het. Die
resultate van die empiriese ondersoek word kwalitatief sowel as kwantitatief weergegee.
Ander resultate sluit die volgende in:
Nie slegs tweedetaal leerlinge nie, maar ook eerstetaal leerlinge het 'n
verskeidenhied van leesbaarheidsprobleme ondervind
Al drie taalgroepe het op die nie-verbale weergawe dieselfde bekwaamheidsvlak
getoon. Verskille in die prestasievlakke tussen die verskillende taalgroepe op die
verbale weergawes is baiekeer deur taalkundige en kulturele faktore veroorsaak
Kulturele denkpatrone wat tipies is van 'n leerling se moedertaal, maar nie in die
tweedetaal voorkom nie, het dikwels tot begripsprobleme by tweedetaal lesers
gelei.
Hierdie ondersoek het sekere gevolgtrekkings v1r o~derrig- en eksamenpraktyk.
Byvoorbeeld, faktore wat die leesbaarheid van gewone Engels bei:nvloed, behoort saam
met ander faktore in ag geneem te word wanneer wiskunde eksamenvraestelle opgestel
word. Verder is daar duidelike aanduidings dat aparte vraestelle vir eerste- en tweedetaal
leerlinge opgestel moet word sodat die taalbehoeftes van tweedetaal leerlinge in ag
geneem kan word.
Riglyne vir die skryf van meer leesbare eksamenvrae is saamgestel en as 'n oorsiglys
aangebied. Voorstelle vir verdere navorsing sluit in die ondersoek na die invloed van
leesbaarheid op prestasie in ware eksamen omstandighede.
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Pupin, Roselaine Cristina. "Habilidades metacognitivas em matemática: desenvolvimento por meio de problemas aritméticos verbais com história no ambiente lúdico de aprendizagem de realidade suplementar." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-22022010-112839/.
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A presente pesquisa se situa no contexto das investigações que buscam contribuir para o ensino de matemática nas séries iniciais da escolaridade. As investigações nesta área sugerem que as habilidades metacognitivas do indivíduo devam se tornar o foco da instrução em sala de aula. A literatura sobre educação matemática destaca as atividades de resolução de problemas como especialmente significativas para a investigação dos processos metacognitivos do aluno. Além disto, o tema problemas aritméticos verbais com história tem gerado numerosos artigos e livros que analisam as diversas categorias de problemas existentes, entre eles os problemas de adição/subtração e de multiplicação/divisão. Assim, o presente trabalho se propõe a investigar a eficácia de procedimento de desenvolvimento de habilidades metacognitivas em matemática, utilizando-se de problemas aritméticos verbais com história em um ambiente lúdico de aprendizagem. A amostra foi composta com 100 alunos de três turmas de segunda série do Ensino Fundamental. Todos os alunos foram avaliados por meio da Prova de Problemas Aritméticos Verbais com História (de adição, subtração, multiplicação e divisão) e o Subteste de Aritmética do Teste de Desempenho Escolar TDE. A partir dos resultados obtidos nestas duas avaliações, cada classe foi dividida em duas metades, a primeira, com resultados superiores à mediana, compôs o grupo de controle superior, e a segunda, com resultados inferiores à mediana, foi novamente subdividida, sendo que, um quarto compôs o grupo de controle inferior e o outro quarto, o grupo de intervenção. Este grupo recebeu o treinamento em habilidades metacognitivas em matemática em um ambiente lúdico de aprendizagem, ao longo do segundo semestre letivo, num total de 11 sessões, enquanto os outros dois grupos de controle participaram de atividades placebo. No final de cada semestre letivo, todos os alunos foram novamente avaliados, como no seu início. A análise estatística dos resultados obtidos no TDE e na Prova de Problemas Aritméticos revelou diferença significativa nas duas avaliações apenas para os alunos do Grupo de Intervenção. Para os dois Grupos de Controle, a diferença foi significativa somente no TDE. Assim, foi possível concluir que o treinamento realizado com o Grupo de Intervenção foi eficaz no sentido de promover uma melhoria nas habilidades metacognitivas em matemática.<br>This research situates within the context of investigations that seek to contribute to the teaching of mathematics in the early grades of schooling. Investigations in this area suggest that the metacognitive skills of the individual should become the focus of instruction in the classroom. The literature on mathematics education highlights the activities of problem solving as particularly significant for the investigation of the metacognitive processes of the student. Moreover, the theme of \"verbal arithmetic problems with history\" has generated numerous articles and books about the different categories of problems, including the problems of addition / subtraction and multiplication / division. The present study aims to investigate the effectiveness of the procedure of developing metacognitive skills in mathematics, using the \"verbal arithmetic problems with the story\" in a playful learning environment. The sample is composed of 100 students from three classes of second grade of elementary school. All students were assessed using the Test of Verbal Arithmetic Problems with History (addition, subtraction, multiplication and division) and the arithmetic subtest of the Test of Educational Achievement - TDE. From the results obtained in these two evaluations, each class was divided into two halves, the first are better than the median, composed the Control Higher Group, and second, with results below the median was again divided, with one quarter composed the Control Lower Group and the other fourth the Intervention Group. This group received training in metacognitive skills in mathematics in a playful learning environment, during the second semester, a total of eleven sessions, while the other two control groups participated in activities placebo. At the end of each semester all students were re-evaluated, as in the beginning. Statistical analysis of results obtained in the TDE and Problem Arithmetic Test revealed significant differences in the two ratings for the students in the intervention group. For the two control groups, the difference was significant only in the TDE. Thus, we concluded that the training carried out with the group intervention was effective in promoting an improvement in metacognitive skills in mathematics.
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Reynolds, Mignon. "Die verband tussen studie-oriëntasie, metakognisie en wiskundeprestasie by graad 7-leerders / Mignon Reynolds." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1721.
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Pennington, Glenda. "A longitudinal cohort study examining the relationship between working memory and UK primary school curricular mathematics." Thesis, Liverpool John Moores University, 2013. http://researchonline.ljmu.ac.uk/4372/.
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Mathematics is an important skill that is taught to all children in the UK in a structured manner from a very early age. The purpose of this thesis was to examine how working memory (Baddeley & Hitch, 1974a; Baddeley & Hitch, 1994) and UK curricular mathematics are related, if specific components of working memory were more impactful upon performance in mathematics than others, and if we can predict mathematics outcomes using working memory measures. With reference to the influence of working memory on overall curricular mathematics performance, a cohort of 70 children from two primary schools in the North West of England was tested annually from their Reception year (mean age 5yrs 1m) at school to Year Two (mean age 6yrs 11m ). The study used a number of working memory tasks, a UK curricular mathematics test, and two Performance Measures. This allowed data to be analysed both in a cross-sectional manner and longitudinally (Chapter 5).The thesis also differentiates UK curricular mathematics into four separable “strands”, Number, Calculation, Measures, Shape and Space, and Problem Solving. These strands are described consistently throughout the UK mathematics curricular literature (DfEE, 1999; DfEE & QCA, 1999a; DfES, 2003a) and the cohort data was used to statistically analyse the relationships between working memory and each strand in turn using a correlational design in Chapters 6 to 9.Results indicated that working memory is a robust predictor of overall mathematics performance (Chapter 5), and of the Calculation Strand (Chapter 7). This finding was demonstrated in both the cross-sectional analyses and also in the longitudinal regression analyses. Of the working memory measures a distinct pattern of association was revealed. In particular the data imply that there is a strong role for the central executive at each age range, but in Year One verbal short-term memory emerges as an important predictor variable. Working memory also showed significant predictive influence over the remaining three curricular mathematics strands that were measured, particularly at the youngest age grouping, but working memory was not found to be a robust longitudinal predictor of Number, Problem Solving or Measures, Shape and Space. The overarching conclusion is that working memory, and in particular the central executive, may support the development of early curricular mathematical skills independent of the influence of age and Performance Measures. The practical and theoretical implications are considered.
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PRAKASH, KINI NIRAJ, and 尼拉杰. "Study of Artificial Intelligence for Solving Verbal Mathematical Problems." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/95526478372325483500.
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碩士<br>萬能科技大學<br>電資研究所<br>105<br>A general verbal mathematical problem is represented by words in relationship with numbers and units. Such words resemble multiple meanings based on their position, intention of use and numbers associated with them. Worldwide many attempts have been made for artificially intelligent machines and systems to understand and solve problems the way human interacts with human. This thesis focuses on implementation of Artificial Intelligence (AI) for processing and solving verbal mathematical problems by a software system. The presented system finds out the solution for a verbal mathematical problem by recognizing patterns in it based on occurrences of specific words, positions of parametric values and allied units. By collecting the exact relationship between words, numbers, as well as units; presented system systematically processes collected information to make use of strategical path and finds a solution.
This thesis presents a coordination between software system and hardware system for systematical approach with the use of an Artificial Intelligence to reach the solution of verbal mathematical problem. The strategy not only resembles finding solution for a problem but also allows a machine to learn and evolve based on preciously processed data, success and failure.
In conclusion, this thesis hopes robots and smart machines to deal with mathematics in human understandable language and thus, makes a small contribution in the world of artificial intelligence.
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Rodrigues, Ana Lúcia dos Santos. "Resolução de problemas matemáticos verbais e estratégias de compreensão textual." Master's thesis, 2016. http://hdl.handle.net/10400.26/11346.
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Este estudo foi desenvolvido no âmbito da unidade curricular Estágio no 2º ciclo, do curso de Mestrado em Ensino do 1.º e do 2.º Ciclos do Ensino Básico. A investigação foi desenvolvida numa turma de 6º ano de escolaridade e tem como objetivo analisar as potencialidades da utilização de estratégias de compreensão textual na resolução de problemas matemáticos verbais. Neste sentido, foram formuladas duas questões: (i) De que modo uma atividade focada na compreensão de enunciados de problemas matemáticos verbais se repercute na resolução, pelos alunos, dos problemas? (ii) Que estratégias de compreensão textual mobilizam explicitamente os alunos na resolução de problemas matemáticos verbais?
O enquadramento teórico aborda a linguagem e o ensino da leitura, as suas etapas principais, a relação entre compreensão e memória e, por fim, quais os mecanismos envolvidos na compreensão textual. Na área da Matemática, foca o significado de problema, a resolução de problemas e o currículo de Matemática e, por fim, a aprendizagem da resolução de problemas (tipos de problemas, modelos de resolução de problemas e a fase da compreensão de problemas matemáticos verbais).
Do ponto de vista metodológico, o estudo constitui uma investigação sobre a prática que se enquadra numa abordagem qualitativa e no paradigma interpretativo. Os dados foram obtidos através da observação participante e da recolha documental e foram objeto de uma análise de conteúdo organizada em cinco fases em que foram usados critérios distintos.
Os resultados da investigação mostram que, aparentemente, as estratégias de compreensão textual ajudam os alunos a compreender os enunciados de problemas matemáticos verbais. No entanto, pode-se também observar que a utilização dessas estratégias não é suficiente para garantir o sucesso dos alunos na resolução de problemas. Em relação às estratégias que os alunos mobilizam explicitamente na resolução de problemas, este estudo revela que as estratégias mais mobilizadas são aquelas com que os alunos estão mais familiarizados. Os dados revelaram que o ato de sublinhar informações importantes foi a estratégia mais mobilizada pelos alunos durante a resolução dos problemas presentes nas tarefas propostas. Mais uma vez, o facto de os alunos não mobilizarem explicitamente estratégias de compreensão textual não significa que não o fizeram, apenas não o apresentaram explicitamente.<br>This study was developed within the course “Estágio no 2º Ciclo” of the Master Degree in Teaching in Upper Primary School (levels 1 to 6). The research was developed in a class of 6th grade and aims to analyze the potentialities of using reading comprehension strategies in solving verbal mathematical problems. In this regard, two questions were formulated: (i) How an activity focused on the understanding of wording of verbal mathematical problems is reflected in the resolution, by the students, of the problems? (ii) What reading comprehension strategies are explicitly mobilized by students in solving verbal mathematical problems?
The theoretical framework addresses the language and the teaching of reading, its main stages, the relationship between comprehension and memory and, finally, the mechanisms involved in reading comprehension. In mathematics, focuses on the problem meaning, problem-solving and Mathematics curriculum and finally the learning of problem-solving (types of problems, problem-solving models and the phase of understanding the wording of verbal mathematical problems.
Methodologically, the study is a research into practice that it is framed on a qualitative approach and on the interpretative paradigm. The data were collected through participant observation and document collection and were the subject of a content analysis organized in five phases in which were used different criteria.
The research results shows that, apparently, the reading comprehension strategies help students understand the wording of verbal mathematical problems. However, one can also notice that the use of these strategies is not enough to ensure the success of students in problem-solving. Regarding the strategies that students explicitly mobilize to solve problems, this study reveals that the most mobilized strategies are those which students are more familiar with. The data revealed that the act of underline important information was the most mobilized strategy by the students during the problems resolution present in the proposed tasks. Once again, the fact that students do not explicitly mobilize reading comprehension strategies does not mean that they didn’t do it, just they don’t presented it explicitly.<br>Escola Superior de Educação, Instituto Politécnico de Setúbal
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Sun, Yifei. "Stimulus Control for Making Math Verbal." Thesis, 2021. https://doi.org/10.7916/d8-f3ck-z354.
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In three experiments, I first examined the correlation between the presence of transformation of stimulus function (TSF) across computation and the presence of TSF across saying and writing for spelling words, and then tested the effects of the establishment of TSF across saying and writing on the establishment of TSF across math operants. Eight middle school students with learning disabilities participated in experiments I and II. All participants demonstrated reader/writer and math skills such as textual responding and using counting strategies to solve one-step word problems. Four of the eight participants also demonstrated TSF across saying and writing for spelling. The dependent variables of Experiment I were the accuracy and fluency of solving word problems after receiving fluency training on math facts, as well as the number of counting strategies used when solving word problems. Results showed that all participants with TSF across saying and writing for spelling demonstrated significant increases in both their accuracy and fluency when responding to word problems (i.e., ES = 1) whereas participants who did not demonstrate TSF across saying and writing for spelling demonstrated minimal gain from accuracy and fluency training of math facts (i.e., mean ES = 0.3). Experiment II tested the effects of fluency and accuracy training of word problems on the accurate and fluent responding to math facts and other math operants. Results showed that accuracy and fluency training had large effects on all participants (i.e., ES = 1). Participants who did not demonstrate TSF also demonstrated larger improvement (i.e., ES > 0.67) compared to Experiment I. The results of Experiments I and II demonstrated an association between TSF across math operants and TSF across saying and writing for spelling. Experiment III further tested for a functional relation by examining the effects of the establishment of TSF across saying and writing for spelling on the establishment of TSF across math operants with three of the participants who did not demonstrate TSF across saying and writing for spelling in the first two experiments. Upon establishment of TSF across saying and writing for spelling words, all three participants demonstrated TSF across math operants (i.e., increased accuracy and fluency of word problems, extinction of counting strategies). The results of the three experiments suggest the importance of teaching math as a verbal behavior, more specifically, as a speaker-as-own-listener behavior instead of as visual match-to-sample repertoires. Future replication of the procedure is needed to extend the external validity of the current experiments.
Books on the topic "Verbal mathematical problems"
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Ronald, Edwards, ed. Mathematical reasoning through verbal analysis, book-1. Midwest Publications, 1988.
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Ronald, Edwards, ed. Mathematical reasoning through verbal analysis, book-2. Critical Thinking Press & Software, 1991.
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Hill, Warren. Mathematical reasoning through verbal analysis. Midwest Publications, 1988.
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Hill, Warren. Mathematical reasoning through verbal analysis. Midwest Publications, 1988.
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R, Edwards Ronald, ed. Mathematical reasoning through verbal analysis. Midwest Publications, 1988.
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1928-, Spungin Rika C., and Hamilton Laurie ill, eds. Problemas verbales de mathemáticas indoloros. Barron's, 2002.
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Edwards, Ronald, and Warren Hill. Mathematical Reasoning Through Verbal Analysis (Mathematical Reasoning Grades 4 - 8). Critical Thinking Books & Software, 1991.
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Mathematical Reasoning Through Verbal Analysis: Book 1. Critical Thinking Press, 1988.
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Mathematical Reasoning Through Verbal Analysis Book 2 Instruction/Answer Guide. Critical Thinking Books & Software, 1991.
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Marcie, B.S., Ed.M. Abramson. Problemas Verbales de Matematicas Indoloros: Painless Math Word Problems in Spanish. Barron''s Educational Series, 2006.
Find full textBook chapters on the topic "Verbal mathematical problems"
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Zindel, Carina. "Dealing with Function Word Problems: Identifying and Interpreting Verbal Representations." In Language and Communication in Mathematics Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75055-2_7.
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Larichev, Oleg I., and Rex V. Brown. "Comparing Numerical and Verbal Decision Analysis Using an Arctic Resource Management Problem." In Lecture Notes in Economics and Mathematical Systems. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-56680-6_7.
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Selikowitz, Mark. "Arithmetic." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0014.
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Specific difficulties have been described in a number of areas of mathematics, but difficulty in arithmetic has received the most attention. This may be because all children are required to do arithmetical calculations in the early years of school, but can choose alternative subjects later, and it probably also reflects the fact that arithmetical calculations play an important part in everyday life. Another reason may be that arithmetical difficulty following brain damage in adulthood (dyscalculia) is a well-recognized and well-studied entity. This chapter will focus on specific arithmetic difficulty in children, that is, unexplained, significant delay in arithmetic ability. Although specific arithmetic difficulty was once considered rare, there is now evidence that it is not as uncommon as was previously thought. The psychologist may obtain sufficient information about the child’s arithmetical ability from the Arithmetic section (sub-test) of the Wechsler Intelligence Scale for Children (WISC-IV). This is a commonly used intelligence test that can be used for children from 6 years to 16 years 11 months. This test does not require the child to write down the answers. The problems are timed and they relate to various arithmetical skills. Addition, subtraction, multiplication, and division can all be tested. Some problems also require memorized number facts and subtle operations, such as seeing relevant relationships at a glance. The emphasis of the test is not on mathematical knowledge as such, but on mental computations and concentration. The WISC-IV will also give the psychologist information about other abilities, which may shed light on the child’s difficulties. In the Digit Span sub-test, the child’s ability to remember numbers for a short period is tested. In the Comprehension sub-test, verbal reasoning is involved. If, for example, a child has high comprehension but low arithmetic scores, this may suggest that reasoning ability is adequate in social situations, but not in situations involving numbers. If the psychologist wants further information on arithmetic ability, there are a number of tests that specifically test mathematical skills and allow these to be compared with those of other children of the same age.
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Laughlin, Patrick R. "Conclusions." In Group Problem Solving. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691147918.003.0009.
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This concluding chapter proposes generalizations that emerge from theory and research on group problem solving and a brief retrospective and prospective. Group tasks are ordered on a continuum anchored by intellective and judgmental tasks. Intellective tasks have a demonstrably correct solution within a mathematical, logical, scientific, or verbal conceptual system. Judgmental tasks are evaluative, behavioral, or aesthetic judgments for which no generally accepted demonstrably correct answer exists. The underlying basis of the intellective-judgmental continuum is a continuum of demonstrability. The proportion of group members that is necessary and sufficient for a group response is inversely proportional to the demonstrability of the proposed response.
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Kusaeri, K., and B. Sholeh. "Determinate factors of mathematics problem solving ability toward spatial, verbal and mathematical logic intelligence aspects." In Ideas for 21st Century Education. Routledge, 2017. http://dx.doi.org/10.1201/9781315166575-67.
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SCHOENFELD, ALAN H. "Verbal Data, Protocol Analysis, and the Issue of Control**Chapter 9 is a significantly expanded and revised version of Schoenfeld (1983b). Permission from Academic Press to reproduce parts of the chapter is gratefully acknowledged." In Mathematical Problem Solving. Elsevier, 1985. http://dx.doi.org/10.1016/b978-0-12-628870-4.50016-5.
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Vasinda, Sheri, and Julie McLeod. "Digitally Capturing Student Thinking for Self-Assessment." In Cases on Educational Technology Integration in Urban Schools. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch024.
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The continuing improvements and access to digital technology provide opportunities for capturing student thinking never considered or available in the past. Knowing the importance of thinking processes and understanding children’s resistance to writing them down, mathcasts were used as a way of supporting students during their problem solving. Mathcasts are screencaptures of students’ work and thinking as they write and talk about their thinking during mathematical problem solving. Viewers of the mathcast gain unique insight into the students’ problem solving process, thinking process, and mathematical conceptions or misconceptions. The authors found screencasts to be a good technological match with mathematical problem solving that provided a more powerful opportunity for both self-assessment and teacher assessment that was not available with traditional paper and pencil reflection. When students can revisit their verbal thinking several times throughout the year, they are equipped to self-assess in new, powerful and more reflective ways.
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Ng, Wan, and Howard Nicholas. "Insights into Students’ Thinking with Handheld Computers." In Mobile Technologies and Handheld Devices for Ubiquitous Learning. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-61692-849-0.ch006.
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The handheld computer as a pedagogical tool has the capacity to enable students to demonstrate understanding through different modes of representations, for example, verbal, text, tables and graph, drawings, writing or written formulas, concept mapping and animations through Flash or Pocket Slides PowerPoint. Its impact as a motivational learning tool has been described in numerous articles. The purpose of this chapter is to describe its use as a research tool for capturing students’ thinking processes as they construct representations in science and mathematics, or solve problems in these learning areas on the handheld. By using an avi-screen capture software operating in the background to do this, the research is a non-intrusive method of capturing the verbal and screen-based (visual) elements of students’ thinking as they use the handhelds to complete individual or collaborative tasks.
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Anderson, Judith H. "Introduction." In Light and Death. Fordham University Press, 2017. http://dx.doi.org/10.5422/fordham/9780823272778.003.0001.
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The word issues derived from Latin exire, “to go out,” “to go forth,” embraces meanings that include “outflows,” “problems,” and “extensions.” The figuration of death flows into contrasting figurations of life and light, and light extends to its use specifically in analogies of vision and being: Fiat lux. Poiesis, “making, producing, creating,” is fundamental to insight in the sign systems of mathematics and verbal language, both of which use analogy constructively. Traditionally, analogy is the connector between the known and the unknown, the sensible and the infinite, this earth and what is beyond it. The first three chapters of this book treat evil, sin, and death in Spenser, Donne, and Milton, and these treatments open into questions of mortalism, individuation, self-knowledge, and the means by which we represent and consider them. Chapter 4 turns to the history and theory of analogy, and subsequent chapters examine analogy, light, and death in the science and poetry of Kepler, Donne, and Milton.
Conference papers on the topic "Verbal mathematical problems"
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Высоцкая, Елена Викторовна, Анастасия Денисовна Лобанова, and Мария Алексеевна Янишевская. "ON THE PROBLEM OF ASSESSING THE QUALITY OF FUNCTIONAL LITERACY." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko191.2021.25.55.006.
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Исследовано качество формирования функциональной грамотности у учащихся начальной школы на примере решения арифметических задач. Показано, что усложнение словесной формулировки задачи (без изменения «математической» составляющей) приводит к статистически значимому уменьшению качества ее решения учащимися 3 и 4 классов. The quality of the formation of functional literacy in primary school students is studied by the example of solving arithmetic problems. It is shown that the complexity of the verbal formulation of the problem (without changing the "mathematical" component) leads to a statistically significant decrease in the quality of its solution by students of grades 3 and 4.
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Kusaeri, K., and B. Sholeh. "Determinate factors of mathematics problem solving ability toward spatial, verbal and mathematical logic intelligence aspects." In The Asian Education Symposium (AES 2016). CRC Press, 2017. http://dx.doi.org/10.1201/9781315166575-78.
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Córdoba Medina, Juan Manuel, and Eugenio Filloy Yagüe. "Intertextuality and semiosis processes in the algebraic resolution of verbal problems / Intertextualidad y procesos de semiosis en la resolución algebraica de problemas verbales." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-30.
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Marchisio, Marina, Alice Barana, and Michele Fioravera. "Developing problem solving competences through the resolution of contextualized problems with an Advanced Computing Environment." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5505.
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The paper shows how problem solving competences can be developed by solving contextualized problems using an Advanced Computing Environment (ACE). An ACE is a computer system which enables its user to perform numeric and symbolic computations, graphical representations in two and three dimensions, insert embedded components and create interactive worksheet, all in the same user-friendly environment. An ACE allows students to approach a problematic situation in the way that most suits their thinking, to use different types of representations according to the chosen strategy and to display the whole reasoning together with verbal explanation in the same page: in other words, they can fulfill all the processes that problem solving involves. This paper analyzes a problem solving activity with an ACE proposed by the XXX of the ZZZ, and clarifies, also through examples, how the use of the ACE makes it possible to solve real and relevant problems, facilitates the comprehension of the situation and of the Mathematics laying behind and enhance critical thinking.
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Jupri, Al. "From geometry to algebra and vice versa: Realistic mathematics education principles for analyzing geometry tasks." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICAL SCIENCES: Mathematical Sciences: Championing the Way in a Problem Based and Data Driven Society. Author(s), 2017. http://dx.doi.org/10.1063/1.4980938.
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Kulak, L. A. "From a mathematical point to a physical point or vice versa ??? (Questions and problems of modern philosophy of physics and theoretical." In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-07.
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Limniou, Maria, and Rosie Mansfield. "Traditional learning approach versus gamification: an example from psychology." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7912.
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Teaching research methods and statistics in Psychology is a known pedagogic challenge due to students’ varied mathematical aptitude, prior knowledge and attitudes towards modules. The aim of this investigation was to study student perspectives of an interactive learning approach for the first year practical class of a “Research Methods and Statistics” psychology module based on problems and games. The approach was developed by integrating problem-based learning and games supported by Kahoot and PollEverWhere (Web 2.0 applications). Two groups of first year psychology students (20 persons per group) attended practical classes based on an interactive and a traditional approach but following a different attending order (1. interactive and 2. traditional approach or vice versa) and completed two online surveys. Overall, the interactive approach was perceived to significantly improve student learning experience by promoting active and collaborative learning though the use of real research study applications and formative feedback.
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Poursina, Mohammad, Imad Khan, and Kurt S. Anderson. "Model Transitions and Optimization Problem in Multi-Flexible-Body Modeling of Biopolymers." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48386.
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This paper presents an efficient algorithm for the simulation of multi-flexible-body systems undergoing discontinuous changes in model definition. The equations governing the dynamics of the transitions from a higher to a lower fidelity model and vice versa are formulated through imposing/removing certain constraints on/from the system. Furthermore, the issue of the non-uniqueness of the results associated with the transition from a lower to a higher fidelity model is dealt with as an optimization problem. This optimization problem is subjected to the satisfaction of the impulse-momentum equations. The divide and conquer algorithm (DCA) is applied to formulate the dynamics of the transition. The DCA formulation in its basic form is time optimal and results in linear and logarithmic complexity when implemented in serial and parallel, respectively. As such, it reduces the computational cost of formulating and solving the optimization problem in the transitions to the finer models. Necessary mathematics for the algorithm implementation is developed and a numerical example is given to validate the method.