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Muoneke, Ada Felicitas. "The effects of a question and action strategy on the mathematical word problem-solving skills of students with learning problems in mathematics /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008402.
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Kanevsky, Inna Glaz. "Role of rules in transfer of mathematical word problems." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3223010.
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Thesis (Ph. D.)--University of California, San Diego, 2006.Title from first page of PDF file (viewed September 21, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 86-90).
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Auxter, Abbey Auxter. "The Problem with Word Problems: An Exploratory Study of Factors Related to Word Problem Success." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/392790.
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Math & Science EducationPh.D.
College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings.
Temple University--Theses
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Lyons, Claire. "Conceptual understanding of subtraction word problems." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241414.
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Bernadette, Elizabeth. "Third grade students' challenges and strategies to solving mathematical word problems." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Villa, Sandra M. "Correlation between reading skills and mathematics performance an analysis of Stanford Achievement Test scores from grades 6-11 /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.
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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.
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Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.
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Vassileva, Svetla. "The word and conjugacy problems in classes of solvable groups." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66827.
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This thesis is a survey of certain algorithmic problems in group theory and their computational complexities. In particular, it consists of a detailed review of the decidability and complexity of the word and conjugacy problems in several classes of solvable groups, followed by two original results. The first result states that the Conjugacy Problem in wreath products which satisfy certain elementary conditions is decidable in polynomial time. It is largely based on work by Jane Matthews, published in 1969. The second result, based on ideas of Remeslennikov and Sokolov (1970), and Myasnikov, Roman'kov, Ushakov and Vershik (2008) gives a uniform polynomial time algorithm to decide the Conjugacy Problem in free solvable groups.Cette thèse est une synthèse de certains problèmes algorithmiques dans la thèoriedes groupes et leur complexité computationnelle. Plus particulièrement, elle présenteune revue détaillée de la décidabilité et de la complexité des problèmes du mot et dela conjugaison dans plusieurs classes de groupes solubles, suivie de deux nouveauxrésultats. Le premier résultat énonce que le problème de la conjugaison dans lesproduits couronne qui satisfont certaines conditions élémentaires est décidable entemps polynomial. Elle part d'une publication de Jane Matthews (1969). Le deuxièmerésultat, basé sur des idées de Remeslennikov et Sokolov (1970) et de Myasnikov, Roman'kov,Ushakov et Vershik (2008), présente un algorithme en temps polynomial uniformepour décider le problème de conjugaison dans les groupes solubles libres.
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Hendricks, Deborah J. "The use of propositional structures and subgoals in solving multi-step college statistical word and formula problems." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=531.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains viii, 142 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 100-108).
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Mahofa, Ernest. "Code switching in the learning of mathematics word problems in Grade 10." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1950.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education
at the Cape Peninsula University of Technology
2014This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.
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Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.
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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.
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Sarmini, Samar El-Rifai. "Exploring Bilingual Arab-American Students' Performance in Solving Mathematics Word Problems in Arabic and English." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/905.
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This study aims at answering questions pertaining to the performance of bilingual Arab-American students on solving word problems written in their home and school languages: (1) Does the language in which a word problem is stated have an effect on the performance of the bilingual Arab-American students?; (2) Do Arab-American students with higher levels of Arabic proficiency perform better in either or both versions of the word problems?; and (3) What are some common differences and similarities in the problem solving processes of Arab-American students as they solve problems in English or Arabic? The study used both quantitative and qualitative methods to analyze these questions. A total of 173 students from a full-time Islamic school participated in this study: 56 students in fifth grade, 56 students in sixth grade, and 61 students in seventh grade. All students were asked to solve two sets of ten word problems each. The students were randomly assigned to one of four groups. Results showed that Arab-American students performed significantly better in the English version of the word problems. Arab-American students with higher levels of Arabic proficiency performed better in the Arabic version of the word problems. Students' standardized scores on mathematics problem solving was a significant factor in explaining variances in student performance on both language versions of both sets of word problems. While students' standardized scores on reading comprehension was a significant factor in predicting the students' performance on the English version of the word problems, students' final average in the Arabic subject was a significant factor in predicting students' performance on the Arabic version of the word problems. Differences and similarities emerged in the problem solving processes of Arab-American students solving the word problems in either English or Arabic. Some students found statements involving double comparisons, problems with hidden information, and problems that required multi-step solutions or thinking backwards to be problematic in both language versions of the problems. Difficult vocabulary was especially problematic for students when solving the Arabic version of the word problems.
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Brown, Leonard Dale. "The effects of alternative reading and math strategy treatments on word problem-solving." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1272846865.
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Neshuku, Christian N. "An exploration of problems experienced in the interpretation of word problems by grade 12 learners." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1008206.
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This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
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Chorney, Sean. "Higher level thought processes through interactive engagement with open-ended mathematics word problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37500.pdf.
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Barbu, Otilia C. "Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193243.
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The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.
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Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
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Li, Fu-ming Baldwin. "Using diagrams to solve word problems involving percentage in primary six students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35676802.
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Reville, Kathleen. "How to improve children's success with arithmetical word problems through the use of a range of scaffolding strategies targeted at the language domain." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=187.
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Borchert, Katja. "Disassociation between arithmetic and algebraic knowledge in mathematical modeling /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9141.
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Graf, Edith Aurora. "Designing a computer tutorial to correct a common student misconception in mathematics /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9154.
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Mahajne, Asad, and Miriam Amit. "The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80578.
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Language is the learning device and the device which forms the student's knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday
conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.
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Gerofsky, Susan Gail. "The word problem as genre in mathematics education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0027/NQ51864.pdf.
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Brook, Ellen. "INVESTIGATING THE ADULT LEARNERS’ EXPRERIENCE WHEN SOLVING MATHEMATICAL WORD PROBLEMS." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1394513871.
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Vartiainen, Oskar, and Emelie Thunell. "Läsning av matematiska texter : faktorer som påverkar förståelsen vid läsning av matematiska texter." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24582.
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Vi som har skrivit arbetet har haft olika erfarenheter kring läsning av matematiska textuppgifter. Intresset växte, då vi blev intresserade kring varför det kan vara svårt att läsa en matematisk text. Syftet med studien är att undersöka hur elevers läsförståelse binds samman med läsning av matematiska textuppgifter samt se vilka inre och yttre faktorer som påverkar förståelsen. Kvalitativa intervjuer tillsammans med en kombination av fallstudier och observationer ligger till grund för metoden som använts i studien. I undersökningen deltog 63 elever och fyra lärare. Totalt gjordes studien i fyra klasser, varav två klasser i årskurs 2 och två i årskurs 3. Resultatet visar att många elever blev oroliga över att se textuppgifterna. En del av eleverna visade ett engagemang för att klara uppgifterna, men uppgifternas struktur och nivå var allt för krävande för dem. Pedagogerna i intervjun är övertygade om att för lite kunskap kring ämnet och stress är bidragande orsaker till att matematikförståelsen hämmas vid läsning av matematiska textuppgifter. Slutsatsen är att det är svårt med läsning av matematiska textuppgifter, och elever bör besitta en större kognitiv förmåga samt ha ett brett ordförråd för att kunna förstå matematiska texter. Textens struktur spelar roll vid förståelse, och det är pedagogens ansvar att hjälpa eleverna med matematiska textuppgifter.
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Guthormsen, Amy. "Conceptual integration of mathematical and semantic knowledge /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8995.
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Foochai, Komalabutr McCarthy John R. Heyl Barbara Sherman. "Improving mathematics instruction and teachers' decision making a case study in Thailand /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604374.
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Thesis (Ph. D.)--Illinois State University, 1995.Title from title page screen, viewed April 24, 2006. Dissertation Committee: John R. McCarthy, Barbara S. Heyl (co-chairs), Patricia H. Klass, Cherly A. Lubinski. Includes bibliographical references (leaves 107-114) and abstract. Also available in print.
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Sepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.
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Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa speakers are taught in the language that is not spoken at home by both teachers and learners. The purpose of this research was to investigate issues of language, both home (isiXhosa) and the language of learning and teaching (LoLT), i.e. English, when 9th grade second language learners engage in problem-solving and sense-making of wor(l)d problems in multilingual mathematics classrooms. In addition, the aim of the study was to explore whether the introduction of discussion and argumentation techniques in these classrooms can ameliorate these issues. The study used a pre-test – intervention – post-test mixed method design utilising both quantitative and qualitative data. The data collection strategies for the purpose of this study included interviews (learners [n=24] and teachers [n=4]), classroom observations, and tests (experimental [n=107] and comparison [69]) in four experimental and two comparison schools in townships of Port Elizabeth. This study is framed by socio-cultural perspective which proposes that collective and individual processes are directly related and that students‘ unrealistic responses to real world problems reflect the students‘ socio-cultural relationship to school mathematics and their willingness to employ the approaches emphasised in school. Analysis of the data generated from pre- and post-tests, interviews and classroom observation schedule suggest that the interventional strategy significantly improved the experimental learners‘ problem-solving skills and sense-making abilities in both English and isiXhosa (but more significantly in English). The statistical results illustrate that the experimental group performed statistical significantly (p < .0005) better in the English posttest compared to comparison group. The data also suggests that the interventional strategy in this study (discussion and argumentation techniques) positively influenced the participating learners‘ word problem-solving abilities. The experimental group appeared to show a tendency to consider reality marginally better than the comparison group after the intervention. In particular, learners seemed to make realistic considerations better in the isiXhosa translation post-test compared to the English post-test. A large practical significant (d = 0.86) difference between the experimental group and the comparison group was also noted in the isiXhosa translation compared to a moderate practical significance (d = 0.57) noted in the English tests after the intervention. As such, the results of the study suggest that the introduction of discussion and argumentation techniques in the teaching and learning of mathematics word problems had a positive effect on learners‘ ability to consider reality during word problem-solving in both languages. Analysis of learners‘ interviews suggests that, although English is the preferred LoLT, they would prefer dual-use/parallel-use of English and isiXhosa for teaching and learning mathematics. There was also evidence of the benefits of code-switching throughout most of the lessons observed, coupled with instances of peer translation, and/or re-voicing. Overall results in this study illustrate that number skills displayed and mathematical errors made by learners seem to be directly related to language use in the classroom.
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BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.
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The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.
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Milker, Joseph Alan. "Move-Count Means with Cancellation and Word Selection Problems in Rubik's Cube Solution Approaches." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1343073076.
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Schaefer, Whitby Peggy J. "The effects of a modified learning strategy on the multiple step mathematical word problem solving ability of middle school students with high-functioning autism or Asperger's syndrome." Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002732.
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Almansouri, Meshal B. "A suggested programme for developing 4th year primary pupils' performance in mathematical word problems in Kuwait." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5828.
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The main objective of this study was to investigate the effect of using a suggested mathematical word-problem training programme on Primary 4 pupils' performance in mathematical word-problems. The study had a pre-post control group design. A treatment and a no-treatment group were exposed to pre-post methods of gathering data (a mathematical word-problem achievement test and a mathematical word-problem attitude scale). The treatment group was given direct and explicit training on how to solve mathematical word-problems, while the pupils of the no-treatment group received no such training; they were taught the same material they study at school. A "t" test was used to compare the means of scores of the control group pupils and those of the experimental group in the pre-post measurements. Results of the study revealed a significant improvement in the experimental group pupils' performance in mathematical word-problems because they had attended the suggested programme. Results also revealed that experimental group subjects' attitudes towards mathematical word-problems underwent an exceptional change because they had attended the suggested programme. Their attitudes towards mathematical word-problems became more positive than before. In the light of the results of the study, some recommendations were made for improving mathematics teacher training programmes, for mathematics teaching, and for further research.
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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
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Brough, Tara Rose. "Groups with poly-context-free word problem." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35716/.
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We call a language poly-context-free if it is an intersection of finitely many contextfree languages. In this thesis, we consider the class of groups with poly-context-free word problem. This is a generalisation of the groups with context-free word problem, which have been shown by Muller and Schupp [17, 3] to be precisely the finitely generated virtually free groups. We show that any group which is virtually a finitely generated subgroup of a direct product of finitely many free groups has poly-context-free word problem, and conjecture that the converse also holds. We prove our conjecture for several classes of soluble groups, including the metabelian groups and torsion-free soluble groups, and present progress towards resolving the conjecture for soluble groups in general. Some results in the thesis may be of independent interest in formal language theory or group theory. In Chapter 2 we develop some tools for proving a language not to be poly-context-free, and in Chapter 5 we prove that every finitely generated soluble group which is not virtually abelian has a subgroup of one of a small number of types.
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Li, Wenyao Effie, and 李文瑤. "Genre analysis of word problems in junior secondary school mathematics textbooks for ESL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/212564.
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Learning Mathematics in English is proved to have posed considerable challenges for many Hong Kong students who enroll in an EMI (English as the medium of instruction) curriculum. Solving Math word problems in English, still less, poses even greater challenges due to the high language demand involved for ESL students to understand the verbal text and conduct problem solving. Studies have shown that students generally perform worse in solving Math word problems than in solving problems with purely mathematical form. And this difficulty is even more pronounced for English learners.
To help Hong Kong ESL students enhance their Math problem-solving skill in English, the current study conducts a genre analysis of the Math word problems chosen from four EMI mathematics textbooks most widely used in junior secondary classrooms. The analysis is a corpus-based one consisting of a linguistic analysis of the language moves and linguistic features in verbal text and a visual analysis of the Math visual presentations as to how they work with verbal text in meaning making.
In the study, the linguistic analysis identifies 6 language moves and move patterns commonly used in the word problems, with move-specific linguistic features also examined to help students better distinguish each move. Since linguistic features vary greatly among content areas, linguistic features associated with each content area are also examined to cater to content-based difference. On the other hand, the visual analysis identifies 5 types of visual presentations in the word problems examined. By quantitatively calculating the number of each visual type, the study identifies the dominant visual type(s) in different content areas and further investigates each visual type’s visual-linguistic relationship according to the extent to which these visual take on the role of verbal text in meaning making.
With the above findings of the linguistic and visual analysis of Math word problems, the study generates important pedagogical implication for the EMI Math learning and teaching in the junior secondary context and contributes to the development of language across curriculum in Hong Kong schools. Limitations of the study are discussed at the end of dissertation, followed by a list of implications for future research.published_or_final_version
Education
Master
Master of Education
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Li, Fu-ming Baldwin, and 李富明. "Using diagrams to solve word problems involving percentage in primary six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35676802.
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Altobelli, Joseph A. "The word problem for some artin groups of infinite type /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935573770902.
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Lopez, Lurdes. "HELPING AT-RISK STUDENTS SOLVE MATHEMATICAL WORD PROBLEMS THROUGH THE USE OF DIRECT INSTRUCTION AND PROBLEM SOLVING STRATEGIES." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3193.
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This action research study examined the influence mathematical strategies had on middle school students' mathematical ability. The purpose of this action research study was to observe students mathematical abilities and to investigate whether teaching students problem-solving strategies in mathematics will enhance student's mathematical thinking and their ability to comprehend and solve word problems. The study took place in an urban school in Orlando, Florida in the fall of 2004. The subjects will be 12 eighth grade students assigned to my intensive math class. Quantitative data was collected. Students' took a pre and post test designed to measure and give students practice on mathematical skills. Students worked individually on practice problems, answered questions daily in their problem solving notebook and mathematics journals. Results showed the effectiveness of the use of direct instruction and problem-solving strategies on at-risk students. M.Ed.
Other
Graduate Studies;
K-8 Math and Science MEd
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Sedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa.
AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
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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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Simasiku, Bosman Muyubano. "Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001703.
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This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
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Mitchell, Laura L. "Children's use of key word strategies in arithmetic word problem solving." 1998. https://scholarworks.umass.edu/theses/2330.
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Peng, Yi-Fang, and 彭宜芳. "Using Mathematics Problem Solving Training System for Grade 7 Student Enhancing Mathematics Learning- use Mathematics Word-Problems for example." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/afv49x.
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碩士國立臺灣師範大學
科技應用與人力資源發展學系
103
One of the important subjects of educational development is mathematics. To help students experience all kinds of questions, and develop all the knowledge and problem-solving abilities for their future career. The objective of this research is to emphasize mathematical concepts which will hope students to have read and reason ability and do any problem with the steps of solving the problem. In order to make abstract mathematical concept is widely used in daily life. Over the years, students have the ability of solving problem is an important goal of mathematics education. We should focus on real-world challenges, rather than the conditions of the test scores. Through mathematical problem solving training can enhance students' problem-solving ability, and thus affect mathematics learning. The objective of this research is to design an Internet-based learning environment for middle-school-level mathematics. The kernel of the environment will be a problem solver which will allow students to learn critical mathematical concepts by doing. In this environment the typical learning activity is a learner-centered problem-solving process. Learners may do any problem with the steps of solving the problem. The environment will provide tools to assist learners. Furthermore, the system will be capable of keeping track of the learner's problem-solving steps so it can determine the correctness of the learner's application of concepts in each step and provide hints or guidance when the learner gets stuck somewhere in the process. Findings in this study can be used as references for future development of Mathematics Problem Solving Training System. Finally the result shows: using mathematics problem solving training system, students have better learning effects and learning motivation in a computer classroom than traditional teaching mathematical problem solving in a general classroom. This study has 153 participants, who are seventh-grade students from 7 classes in one elementary school in Taipei. Based on the quasi- experimental design, the experiment progresses for two groups: the treatment group is held in a computer classroom, and the control group is held in a general classroom. Finally the result shows: using mathematics problem solving training system, students have better learning effects and learning motivation in a computer classroom than traditional teaching mathematical problem solving in a general classroom.
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LIU, YU-LING, and 劉玉玲. "Vocabulary Analysis of Word Problems in Elementary Mathematics Textbook." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99965951246662560758.
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碩士國立屏東教育大學
數理教育研究所
102
The purpose of the study is to analyze the differences in vocabulary of Word Problems in Elementary Kang-Hsuan Mathematics Textbook. Content analysis was used to analyze the difference between the number and percentages of vocabulary in word problems. The findings indicated there were a total of 3194 word problems in Mathematics textbooks for grade 1through grade 6. This contained of 20586 vocabulary. This was further broken down into 8912 verbs and 11674 nouns. Verbs were sub- classified into three categories: Action Verbs, State Verbs and Process Verbs. The number of Action Verbs, a high of 5941, accounted for 66.7 percent. State Verbs, 2897, accounted for 32.5 percent. Process verbs, only 74, accounted for 0.8 percent. The number of verbs used from grades 1 to 6 showed a inverted V trend. The textbooks for grade 4 had a higher percentage of most categories of verbs than the other grades. Nouns were divided into two categories: Common Nouns(CN) and Specific Mathematical Nouns(SMN). Common Nouns, a high of 7728, accounted for 66.2 percent. Specific Mathematical Nouns, 3946, accounted for 33.8 percent. The number of nouns used from grades 1 through 6 showed three trends. The number of nouns, Affair and Object in CN, and Mathematical Concept Nouns in SMN showed an increasing trend from grades 1 through 6. The number of Time and Place in CN, Mathematical Instrument Nouns and Mathematical Unit Nouns in SMN from grade 1 to grade 6 showed a inverted V trend. The number of People in CN from grade 1 to grade 6 showed a horizontal trend. There was little difference among grades.
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Han, Shu-Yi, and 韓淑儀. "Children’s symbolic representation of mathematics word problems and the performance of problem solving." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/56720532793679943990.
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碩士國立台北師範學院
教育心理與輔導學系碩士班
92
This study is intended to evaluate the relation between student’s number sentence symbolic representation and mathematics word problems solving, through process of mathematics word problems solving for the Second and the Third Grades Students. That is, children use ratio of open number sentences or standard number sentences and the relation for correctness of number sentences and problem solving. The research subjects include nine elementary schools of Taipei county and Taipei city, consisting of 256 second grade students and 267 ones of the third grade. The content includes both word problems and calculating problems; mathematics word problems include the styles of change 3, change 4, change 5 and change 6. The calculating problems include as follows：style 1：a＋b＝□, a－b＝□. Style 2：a＋□＝c and a－□＝c. style 3 ：□＋b＝c and □－b＝c. There are six problems in total. The study findings are as follows：（1）The number of using mean of open number sentences is lower than standard number sentences. The major factors of selecting number sentence are children’s grades and styles of problems, size of number is less concern.（2）The ratio of accurate answer, open number sentence is higher than standard number sentence. The major factor to affect accurate ratio is the style of problems.（3）The accurate ratio of open number sentences problem solving is lower than standard number sentences.（4）There is no difference between children to choosing open number sentences writing number sentences or standard number sentences writing number sentences, the accurate ratio of problem solving has no difference between mathematics word problems and calculating problems.（5）Children’s grades, styles of problems and number are all reaching to significant level for problem solving of calculating problems.（6）When the writing number sentences are accurate with wrong answers, the two wrong styles are different between open and standard number sentences symbolic representation. The same time, this study explores the relation between number sentence symbolic representation and problem solving of word problems, and how to apply to teaching
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Swangrojn, Porntip. "Problem solving strategies of Thai second graders for addition and subtraction word problems." Thesis, 1999. http://hdl.handle.net/1957/33955.
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The purpose of this study was to investigate solution strategies that Thai second
graders used to solve addition and subtraction word problems. Fifty-eight children
participated in this study, 40 children took a written test, and 18 children participated in
an interview. In addition, two classrooms were selected for observation, and six second-grade
teachers completed a questionnaire regarding their understanding of mathematical
problem solving.
The results indicated that Thai children in this study were successful in solving
addition and subtraction word problems. For addition word problems, the compare
problem and the join problem were the easiest problems. The combine problem was
moderately difficult. For subtraction word problems, the compare problem and the
separate problem were easy while the combine problem was difficult. The join problem
was the most difficult subtraction word problem. Since word problems used in this study
contained mostly two-digit numbers, Thai children in this study used knowledge such as
borrowing, carrying and regrouping to solve two-digit addition and subtraction word
problems. Most Thai children in this study used counting strategies with fingers to solve both addition and subtraction word problems. Counting on strategies were most often used for addition word problems and counting up strategies were most often used for subtraction word problems. Counting all strategies were not used by Thai children in this study. Other strategies that were not based on counting strategies were also found. Those strategies were using tallies, using a known number fact, using an invented fingers model, and using a base-ten strategy.
The strategies that Thai children used to solve word problems were not different from those used by children in United States and other countries such as Korea. Most children used three basic strategies to solve word problems: counting strategies; using a known number fact; and using a base-ten strategy. However, the base-ten strategy was not usually used by children in United States. The base-ten strategy was used by Thai children in this study and in Asia countries such as Korea. Moreover, the findings showed that Thai children in this study used mostly fingers to represent counting sequences while children in the United States used other physical objects such as cubes and counters.
In observing Thai classroom instruction and having Thai teachers complete the questionnaire, the results suggested that Thai teachers in this study viewed problems as routine word problems and viewed problem solving as solving routine word problems. Teachers did not emphasize problem solving, reasoning, and thinking skills. As a result, children developed memorizing skills rather than thinking and reasoning skills. Children had never explored different types of word problems and non-routine problems, so when the children were faced with problems that differed from their school mathematics instruction, for the most part, children were unable to solve the problems.Graduation date: 1999
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Hartman, Paula Ann 1953. "Comparing students with mathematics learning disabilities and students with low mathematics achievement in solving mathematics word problems." Thesis, 2007. http://hdl.handle.net/2152/3532.
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This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.
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Sitsula, Tshisikhawe. "Challenges of Grade 6 learners' experience when solving mathematical word problems." Diss., 2012. http://hdl.handle.net/11602/56.
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Majumder, Shilpi. "Factors in mathematical word problem solving the role of inhibition /." 2003. http://wwwlib.umi.com/cr/yorku/fullcit?pNQ82806.
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Thesis (Ph. D.)--York University, 2003. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 189-205). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ82806.