Log in

Relevant bibliographies by topics / Word problems in mathematics / Journal articles

To see the other types of publications on this topic, follow the link: Word problems in mathematics.

Journal articles on the topic 'Word problems in mathematics'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Word problems in mathematics.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Toom, André. "Between Childhood and Mathematics: Word Problems in Mathematical Education." Humanistic Mathematics Network Journal 1, no. 20 (July 1999): 25–44. http://dx.doi.org/10.5642/hmnj.199901.20.19.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Knifong, J. Dan, and Grace M. Burton. "Understanding Word Problems." Arithmetic Teacher 32, no. 5 (January 1985): 13–17. http://dx.doi.org/10.5951/at.32.5.0013.

Full text

Abstract:

The ability of nine- and thirteen-year-olds to solve word problems has declined significantly since the First National Assessment of Educational Progress in 1972–73 (Carpenter et al. 1980). This drop is unfortunate, because learning to solve word problems prepares students to use mathematics in the real world. Teaching children to think logically about word problems is at the core of the professional responsibility of mathematics educators.

APA, Harvard, Vancouver, ISO, and other styles

3

Matz, Karl A., and Cynthia Leier. "Word Problems and the Language Connection." Arithmetic Teacher 39, no. 8 (April 1992): 14–17. http://dx.doi.org/10.5951/at.39.8.0014.

Full text

Abstract:

Problem solving is generally considered to be one of the essential mathematics skills. The National Council of Supervisors of Mathematics (1989) lists problem solving first among the twelve essential components for mathematical literacy. The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards (1989) recommends that problem solving begin early in the primary grades and that it include a variety of experiences. Word problems offer meaningful quantities and purpose for the calculations students make, but even so, many solvers find them difficult (Smith 1989).

APA, Harvard, Vancouver, ISO, and other styles

4

Stiff, Lee V. "Understanding Word Problems." Mathematics Teacher 79, no. 3 (March 1986): 163–215. http://dx.doi.org/10.5951/mt.79.3.0163.

Full text

Abstract:

For several years now, I have been asked to share with junior and senior high school mathematics teachers in North Carolina ways to improve students' reading comprehension of word problems. My work with teachers and students has given me the opportunity to field-test several strategies for improving reading skills. One such strategy uses comprehension guides (Earle 1976; Herber 1978).

APA, Harvard, Vancouver, ISO, and other styles

5

Lohrey, Markus. "Word Problems and Membership Problems on Compressed Words." SIAM Journal on Computing 35, no. 5 (January 2006): 1210–40. http://dx.doi.org/10.1137/s0097539704445950.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lawrence, Anne, and Marc Paterson. "Mathematics word problems and Year 12 students." Set: Research Information for Teachers, no. 1 (May 1, 2005): 34–38. http://dx.doi.org/10.18296/set.0606.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ku, Heng-Yu, and Howard J. Sullivan. "Personalization of mathematics word problems in Taiwan." Educational Technology Research and Development 48, no. 3 (September 2000): 49–60. http://dx.doi.org/10.1007/bf02319857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Verschaffel, Lieven, Stanislaw Schukajlow, Jon Star, and Wim Van Dooren. "Word problems in mathematics education: a survey." ZDM 52, no. 1 (January 13, 2020): 1–16. http://dx.doi.org/10.1007/s11858-020-01130-4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (April 27, 2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.

Full text

Abstract:

Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.

APA, Harvard, Vancouver, ISO, and other styles

10

Istiqomah, May Nisa, and Sufyani Prabawanto. "THE DIFFICULTIES OF FIFTH GRADE STUDENTS IN SOLVING MATHEMATIC FRACTIONS WORD PROBLEMS." AL-ASASIYYA: Journal Of Basic Education 3, no. 2 (June 19, 2019): 152. http://dx.doi.org/10.24269/ajbe.v3i2.1835.

Full text

Abstract:

Mathematics is often become the frightening subjects for students. Mathematics is considered as something which is difficult to solve. One of the elementary schools mathematics materials which is considered difficult is fractions. Not only students who consider fractions as difficult material but also teachers admit it as well. Teachers feel difficult in teaching fractions to students. Basic concept of fractions which is difficult for the student to grasp, would become even more complex if it is delivered in the form of word problem. In solving word problems students do not only need mathematic skills but also language skills. This research is aimed to analyze students learning difficulties in solving fractions word problem. This research is a qualitative research. The method of analysis used in this research is Newman method. The results of the research show that students faced difficulties in solving fractions word problems because (1) it is difficult for the students to understand the question and to translate it into mathematical sentence, (2) it is difficult for the students to determine the operation used in the word problems, (3) students are not accustomed to, thus they forget to write the conclusion/write the conclusion without the unit in every answers.

APA, Harvard, Vancouver, ISO, and other styles

11

Croft, Sue. "Solving mathematical word problems." 5 to 7 Educator 2010, no. 66 (June 2010): xii—xiii. http://dx.doi.org/10.12968/ftse.2010.9.6.79488.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Erktin, Emine, and Ayse Akyel. "The role of L1 and L2 reading comprehension in solving mathematical word problems." Australian Review of Applied Linguistics 28, no. 1 (January 1, 2005): 52–66. http://dx.doi.org/10.1075/aral.28.1.04erk.

Full text

Abstract:

Abstract Mathematics educators are concerned about students’ lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students’ difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study mathematics in a second language they cannot be as successful as when they study in their first language. This study investigates the relationship between reading comprehension and performance on mathematics word problems in L1 and L2 for students learning English as a second language in a delayed partial immersion program. Data were collected from 250 Turkish students from Grade 8 of a private school in Istanbul through reading comprehension tests in L1 and L2 and an algebra word problems test prepared in L1 and L2. The results indicate a positive relationship between reading comprehension and mathematics performance. They also show that the students who participated in this study were not disadvantaged when they studied mathematics in English.

APA, Harvard, Vancouver, ISO, and other styles

13

Rich, Kathryn M., and Aman Yadav. "Applying Levels of Abstraction to Mathematics Word Problems." TechTrends 64, no. 3 (February 10, 2020): 395–403. http://dx.doi.org/10.1007/s11528-020-00479-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Huber, Michael R., and Brian J. Lunday. "Success in learning mathematics by modelling word problems." Teaching Mathematics and its Applications: An International Journal of the IMA 25, no. 4 (December 1, 2006): 161–67. http://dx.doi.org/10.1093/teamat/hri032.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Chapman, Olive. "Classroom Practices for Context of Mathematics Word Problems." Educational Studies in Mathematics 62, no. 2 (June 2006): 211–30. http://dx.doi.org/10.1007/s10649-006-7834-1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Sanwidi, Ardhi. "STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM." Infinity Journal 7, no. 2 (September 30, 2018): 147. http://dx.doi.org/10.22460/infinity.v7i2.p147-154.

Full text

Abstract:

The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.

APA, Harvard, Vancouver, ISO, and other styles

17

Lo, Wing Yee. "Unpacking Mathematics Pedagogical Content Knowledge for Elementary Number Theory: The Case of Arithmetic Word Problems." Mathematics 8, no. 10 (October 12, 2020): 1750. http://dx.doi.org/10.3390/math8101750.

Full text

Abstract:

“Number” is an important learning dimension in primary mathematics education. It covers a large proportion of mathematical topics in the primary mathematics curriculum, and teachers use most of their class time to teach fundamental number concepts and basic arithmetic operations. This paper focuses on the nature of mathematics pedagogical content knowledge (MPCK) concerning arithmetic word problems. The aim of this qualitative research was to investigate how well the future primary school teachers in Hong Kong had been prepared to teach mathematical application problems for third and sixth graders. Nineteen pre-service teachers who majored in both mathematics and primary education were interviewed using two sets of scenario-based questions. The results revealed that innovative approaches were suggested for teaching third graders while the strategies suggested for teaching sixth graders were mostly based on a profound understanding of mathematical content knowledge. Many participants demonstrated sound knowledge about the sixth grader’s mathematical misconception, but most of them were unable to precisely indicate the third grader’s error in presenting a complete solution for a typical mathematics word problem. A deep understanding of elementary number theory seems to be a precondition for developing pre-service teachers’ MPCK in teaching arithmetic word problems.

APA, Harvard, Vancouver, ISO, and other styles

18

HOLT, DEREK F., and CLAAS E. RÖVER. "ON REAL-TIME WORD PROBLEMS." Journal of the London Mathematical Society 67, no. 02 (March 24, 2003): 289–301. http://dx.doi.org/10.1112/s0024610702003770.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Mundici, Daniele. "Word problems in Elliott monoids." Advances in Mathematics 335 (September 2018): 343–71. http://dx.doi.org/10.1016/j.aim.2018.07.015.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Carton, Kitty. "Sharing Teaching Ideas: Collaborative Writing of Mathematics Problems." Mathematics Teacher 83, no. 7 (October 1990): 542–44. http://dx.doi.org/10.5951/mt.83.7.0542.

Full text

Abstract:

The NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) calls for opportunities for students to use mathematics as a tool for the communication of ideas. In this project, students in any level of mathematics, working in a cooperative, active setting, can develop their understanding of mathematical concepts through the collaborative writing of word problems. In so doing, they see mathematics from the inside out, as creators rather than mimickers; they are “doers” of mathematics, reflecting on and clarifying their own thinking about mathematical ideas in specific situations. Additionally, projects of the type described here can give teachers valuable information on which they can base further instructional decisions regarding the development of students' ability to communicate effectively using the language of mathematics.

APA, Harvard, Vancouver, ISO, and other styles

21

Hasemann, Klaus. "Word problems and mathematical understanding." Zentralblatt für Didaktik der Mathematik 37, no. 3 (June 2005): 208–11. http://dx.doi.org/10.1007/s11858-005-0010-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Khoshaim, Heba Bakr. "Mathematics Teaching Using Word-Problems: Is it a Phobia!" International Journal of Instruction 13, no. 1 (January 3, 2020): 855–68. http://dx.doi.org/10.29333/iji.2020.13155a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Bernardo, Allan B. I. "Language and Modeling Word Problems in Mathematics Among Bilinguals." Journal of Psychology 139, no. 5 (September 2005): 413–25. http://dx.doi.org/10.3200/jrlp.139.5.413-425.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Hairol Azaman Hj Pungut, Hj Mohammad, and Masitah Shahrill. "Students' English Language Abilities in Solving Mathematics Word Problems." Mathematics Education Trends and Research 2014 (2014): 1–11. http://dx.doi.org/10.5899/2014/metr-00048.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Emanuel, E. P. L., A. Kirana, and A. Chamidah. "Enhancing students’ ability to solve word problems in Mathematics." Journal of Physics: Conference Series 1832, no. 1 (March 1, 2021): 012056. http://dx.doi.org/10.1088/1742-6596/1832/1/012056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Larsen, Michael, and Aner Shalev. "Word maps and Waring type problems." Journal of the American Mathematical Society 22, no. 2 (September 12, 2008): 437–66. http://dx.doi.org/10.1090/s0894-0347-08-00615-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Ponce, Gregorio A., and Leslie Garrison. "Overcoming the Walls Surrounding Word Problems." Teaching Children Mathematics 11, no. 5 (January 2005): 256–62. http://dx.doi.org/10.5951/tcm.11.5.0256.

Full text

Abstract:

The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

28

Hedman, Bruce, and Colin Maclaurin. "Colin Maclaurin's Quaint Word Problems." College Mathematics Journal 31, no. 4 (September 2000): 286. http://dx.doi.org/10.2307/2687418.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Toom, Andre. "HOW I TEACH WORD PROBLEMS." PRIMUS 7, no. 3 (January 1997): 264–70. http://dx.doi.org/10.1080/10511979708965867.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Gallagher, Melissa A., Laura Ellis, and Travis Weiland. "Making Word Problems Meaningful." Mathematics Teacher: Learning and Teaching PK-12 114, no. 8 (August 2021): 580–90. http://dx.doi.org/10.5951/mtlt.2020.0247.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Rupley, William H., Robert M. Capraro, and Mary Margaret Capraro. "Theorizing an Integration of Reading and Mathematics: Solving Mathematical Word Problems in the Elementary Grades." LEARNing Landscapes 5, no. 1 (May 1, 2011): 227–50. http://dx.doi.org/10.36510/learnland.v5i1.543.

Full text

Abstract:

This article theorizes three major cognitive constructs that are operationally defined by shared similarities of processing information in reading and mathematics. Specifically, the paper (1) proposes and details the refinement and evaluation of components of a conceptual model for reading to solve mathematical word problems for elementary students, and (2) develops and refines the theoretical constructs of the model. Our assumptions lay out the interrelationships of reading and mathematics word problems by focusing on the cognitive components of Recognizing Higher Level Patterns of Text Organization (R), Generating Patterns (G), and Attaining a Goal (A). These assumptions are to refine and construct the RGA cognitive components that could theoretically enhance elementary students’ reading and solution of mathematical word problem-solving abilities.

APA, Harvard, Vancouver, ISO, and other styles

32

Bulut, Neslihan, and Gözdegül Karamık. "Preservice mathematics teachers’ ways of using problem solving strategies while solving mathematical word problems." International Journal of Human Sciences 12, no. 2 (November 20, 2015): 1180. http://dx.doi.org/10.14687/ijhs.v12i2.3420.

Full text

Abstract:

<p>The aim of this study is to investigate the variety of problem solving strategies used by preservice mathematics teachers while solving different mathematical word problems which require representation standards and to identify which strategy is functional for pre-service teachers to apply with middle-school students.</p><p>The study was a case study and conducted during the 2009 spring semester. For this study, 150 senior class pre-service teachers of elementary mathematics education were chosen from a public university in Turkey by convenient sampling. Data were collected through an open-ended test developed by researchers. The test was consist of ten mathematical word problems selected from the five sub-learning areas. The test was given to the pre-service teachers and they were asked to solve each problem in different ways. It took 60 minutes for preservice teachers to complete the test. Strategies that pre-service teachers used for solving word problems were categorized by using content analyze. Also interviews were conducted with pre-service teachers in order to identify their opinions about the usability of strategies in middle-school classrooms.</p><p>Findings revealed that participants are lack of using different strategies while solving word problems. In general the participants did not apply more than one strategy and they used traditional solving strategies instead of extreme ones. Findings of this study will be a guiding spirit to teacher educators for the enhancement of preservice teacher education programs.</p>

APA, Harvard, Vancouver, ISO, and other styles

33

Caldwell, Janet H., and Gerald A. Goldin. "Variables Affecting Word Problem Difficulty in Secondary School Mathematics." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 187–96. http://dx.doi.org/10.5951/jresematheduc.18.3.0187.

Full text

Abstract:

The relative difficulties of concrete versus abstract and factual versus hypothetical verbal problems in mathematics were compared for secondary school students, extending previously reported results for elementary school students. Concrete problems were significantly less difficult than abstract problems (p<.01) at both the junior and senior high school levels, as previously observed at the elementary school level, but the differences became smaller in magnitude with increasing grade level. Factual problems were significantly less difficult than hypothetical problems (p<.01) at both the junior and senior high school levels, in contrast to the elementary school results. There was an interaction between the two experimental factors.

APA, Harvard, Vancouver, ISO, and other styles

34

CORSON, JON M. "EXTENDED FINITE AUTOMATA AND WORD PROBLEMS." International Journal of Algebra and Computation 15, no. 03 (June 2005): 455–66. http://dx.doi.org/10.1142/s0218196705002360.

Full text

Abstract:

This paper considers extended finite automata over monoids, in the sense of Dassow and Mitrana. We show that the family of languages accepted by extended finite automata over a monoid K is controlled by the word problem of K in a precisely stated manner. We also point out a critical error in the proof of the main result in the paper by Dassow and Mitrana. However as one consequence of our approach, by analyzing a certain word problem, we obtain a complete proof of this result, namely that the family of languages accepted by extended finite automata over the free group of rank two is exactly the family of context-free languages. We further deduce that along with the free group of rank two, the only finitely generated groups with this property are precisely the groups that have a nonabelian free subgroup of finite index.

APA, Harvard, Vancouver, ISO, and other styles

35

Camina, Rachel D., Ainhoa Iñiguez, and Anitha Thillaisundaram. "Word problems for finite nilpotent groups." Archiv der Mathematik 115, no. 6 (July 17, 2020): 599–609. http://dx.doi.org/10.1007/s00013-020-01504-w.

Full text

Abstract:

AbstractLet w be a word in k variables. For a finite nilpotent group G, a conjecture of Amit states that $$N_w(1)\ge |G|^{k-1}$$ N w ( 1 ) ≥ | G | k - 1 , where for $$g\in G$$ g ∈ G , the quantity $$N_w(g)$$ N w ( g ) is the number of k-tuples $$(g_1,\ldots ,g_k)\in G^{(k)}$$ ( g 1 , … , g k ) ∈ G ( k ) such that $$w(g_1,\ldots ,g_k)={g}$$ w ( g 1 , … , g k ) = g . Currently, this conjecture is known to be true for groups of nilpotency class 2. Here we consider a generalized version of Amit’s conjecture, which states that $$N_w(g)\ge |G|^{k-1}$$ N w ( g ) ≥ | G | k - 1 for g a w-value in G, and prove that $$N_w(g)\ge |G|^{k-2}$$ N w ( g ) ≥ | G | k - 2 for finite groups G of odd order and nilpotency class 2. If w is a word in two variables, we further show that the generalized Amit conjecture holds for finite groups G of nilpotency class 2. In addition, we use character theory techniques to confirm the generalized Amit conjecture for finite p-groups (p a prime) with two distinct irreducible character degrees and a particular family of words. Finally, we discuss the related group properties of being rational and chiral, and show that every finite group of nilpotency class 2 is rational.

APA, Harvard, Vancouver, ISO, and other styles

36

Contreras, José N., and Armando M. Martínez-Cruz. "Solving Problematic Addition and Subtraction Word Problems." Teaching Children Mathematics 13, no. 9 (May 2007): 498–503. http://dx.doi.org/10.5951/tcm.13.9.0498.

Full text

Abstract:

Word problems can play a prominent role in elementary school mathematics because they can provide practice with real-life problems and help students develop their creative, critical, and problem-solving abilities. However, word problems as currently presented in instruction and textbooks fail to accomplish these goals (Gerofsky 1996; Lave 1992). This failure is due, in part, to the unrealistic approach needed to solve them: the straightforward application of one arithmetic operation. Consequently, when faced with word problems in which context is critical to the solution, students fail to connect school mathematics with their real-world knowledge. Problems that cannot be solved by applying a straightforward arithmetic operation are called problematic. Several researchers have examined children's lack of use of their real-world knowledge to solve problematic word problems (Greer 1997; Reusser and Stebler 1997; Verschaffel and De Corte 1997).

APA, Harvard, Vancouver, ISO, and other styles

37

Copur-Gencturk, Yasemin, and Tenzin Doleck. "Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching." Educational Studies in Mathematics 107, no. 1 (March 23, 2021): 49–70. http://dx.doi.org/10.1007/s10649-021-10028-1.

Full text

Abstract:

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

APA, Harvard, Vancouver, ISO, and other styles

38

Cox, Sarah K., and Jenny R. Root. "Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder." Exceptional Children 87, no. 3 (March 12, 2021): 326–43. http://dx.doi.org/10.1177/0014402921990890.

Full text

Abstract:

The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special education services under the area of autism enrolled in sixth-grade general education mathematics classes increased their use of mathematical practices for two problem types (multiplicative comparison and proportion) and maintained the use of mathematical practices 4 to 8 weeks after intervention. Additionally, all participants generalized their use of mathematical practices to novel multiplicative comparison problems containing extraneous information, and three of the participants generalized mathematical practice skills to proportion problems containing extraneous information. Implications for practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

39

Fatmanissa, Namirah, and Rahmat Sagara. "LANGUAGE LITERACY AND MATHEMATICS COMPETENCE EFFECT TOWARD WORD PROBLEMS SOLVING." Infinity Journal 6, no. 2 (September 12, 2017): 195. http://dx.doi.org/10.22460/infinity.v6i2.p195-206.

Full text

Abstract:

This study aims to know the effect of language literacy and basic Mathematics competence toward students’ ability to solve word problems. The research was done by giving three sets of questions; language literacy (LL) set, basic Mathematics competence (BM) set, and word problems (WP) set; to the research sample. Research sample was 315 tenth grade students from five schools in Jakarta. Score of students in each set was analyzed as research data. Score of LL set was treated as data of independent variable 1, score of BM set was treated as data of independent variable 2, and score of WP set as data of dependent variable. Preliminary data analyses, such as normality, validity, and reliability test, were done. Then, data was analyzed using Wilcoxon test and calculation of R-square. The result shows that each of independent variable affects dependent variable with BM variable has more effect on WP variable.

APA, Harvard, Vancouver, ISO, and other styles

40

Greer, Brian. "Modelling reality in mathematics classrooms: The case of word problems." Learning and Instruction 7, no. 4 (December 1997): 293–307. http://dx.doi.org/10.1016/s0959-4752(97)00006-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Bernardo, Allan B. I. "Overcoming Obstacles to Understanding and Solving Word Problems in Mathematics." Educational Psychology 19, no. 2 (June 1999): 149–63. http://dx.doi.org/10.1080/0144341990190203.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Morales, Romelia V., Valerie J. Shute, and James W. Pellegrino. "Developmental Differences in Understanding and Solving Simple Mathematics Word Problems." Cognition and Instruction 2, no. 1 (March 1985): 41–57. http://dx.doi.org/10.1207/s1532690xci0201_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Oliveira, Alandeom W., Carla Meskill, Darlene Judson, Karen Gregory, Patterson Rogers, Christopher J. Imperial, and Shelli Casler-Failing. "Language Repair Strategies in Bilingual Tutoring of Mathematics Word Problems." Canadian Journal of Science, Mathematics and Technology Education 15, no. 1 (December 2, 2014): 102–15. http://dx.doi.org/10.1080/14926156.2014.990173.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Peled, Zimra, and M. C. Wittrock. "Generated meanings in the comprehension of word problems in mathematics." Instructional Science 19, no. 3 (1990): 171–205. http://dx.doi.org/10.1007/bf00120195.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Dechene, Lucy. "THE SOCRATIC APPROACH TO WORD PROBLEMS." PRIMUS 1, no. 4 (January 1991): 343–46. http://dx.doi.org/10.1080/10511979108965629.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Berger, Angela. "Conceptualizing the interaction between language and mathematics." Journal of Immersion and Content-Based Language Education 3, no. 2 (October 2, 2015): 285–313. http://dx.doi.org/10.1075/jicb.3.2.06ber.

Full text

Abstract:

This article describes the interaction between mathematics and language, based on an analysis of how individual learners solve word problems in English as a foreign language (L2). It reports on a study conducted to investigate how the L2 influences mathematical thinking and learning in the process of solving word problems and how the construction of meaning unfolds. The research generated the Integrated Language and Mathematics Model (ILMM), which facilitates the description of the interplay between mathematics and language. The empirical results show, inter alia, that CLIL learners tend to use the given text more profoundly for stepwise deduction of a mathematical model, and conversely, mathematical activity can lead to more intense language activity. Furthermore, effective mathematical activity depends on successful text reception, and problem solving in a L2 provides additional opportunities for reflection, both linguistically and conceptually. The ILMM makes a major contribution to conceptualising content and language integration.

APA, Harvard, Vancouver, ISO, and other styles

47

Behrend, Jean L. "Learning-Disabled Students Make Sense of Mathematics." Teaching Children Mathematics 9, no. 5 (January 2003): 269–73. http://dx.doi.org/10.5951/tcm.9.5.0269.

Full text

Abstract:

Cal loved mathematics word problems. He delighted in new types of problems, exclaiming, “This is fun!” when a problem was presented. At the end of third grade, he successfully solved word problems involving addition, subtraction, multiplication, division, multiple steps, and extraneous information.

APA, Harvard, Vancouver, ISO, and other styles

48

Skvortsova, Svitlana, Oksana Оnoprienko, and Ruslana Romanyshyn. "Mathematical Word Problems That Contain a Constant in the Course of Mathematics of Primary School in Ukraine." Journal of Vasyl Stefanyk Precarpathian National University 8, no. 1 (April 1, 2021): 46–64. http://dx.doi.org/10.15330/jpnu.8.1.46-64.

Full text

Abstract:

The article is devoted to the research of the place of the mathematical word problems in the course of mathematics of primary school in Ukraine. The researchers define the results in the study of solving math problems, find out the essence of the process of solving math problems, form primary school students’ ability to solve math problems that contain a constant. Among the mentioned are to find the fourth proportional, do the proportional division and find the unknown number by two differences. The paper deals with the organization of educational research of students in order to identify common and distinctive features of the mathematical structures of these types of math problems and their influence on the method of solution. Based on the methodological system of teaching primary school learners to solve math problems by S. Skvortsova, taking into account the essence of the concept of “ability to solve math problems” and the methodical system of forming the ability to solve certain types of math problems, it has been proposed a system of drilling activities for the generalization of mathematical structures and methods of solving math problems that contain a constant value.

APA, Harvard, Vancouver, ISO, and other styles

49

Carpenter, Thomas P., James M. Moser, and Harriett C. Bebout. "Representation of Addition and Subtraction Word Problems." Journal for Research in Mathematics Education 19, no. 4 (July 1988): 345–57. http://dx.doi.org/10.5951/jresematheduc.19.4.0345.

Full text

Abstract:

This study investigated children's ability to write number sentences for simple addition and subtraction word problems. First graders taught to represent problems with open number sentences (e.g., 5 + □ = 8) represented a variety of problems with number sentences that directly modeled the action in the problems. First graders taught to represent all problems with number sentences in standard form (a + b = □, a − b = □) were limited in the problems they could represent. Second graders could represent problems directly with open number sentences or transform them to number sentences in standard form. The results, consistent with research on solutions using modeling and counting strategies, suggest that open number sentences may provide mathematical symbolism that allows young children to build upon informal strategies for representing and solving simple word problems.

APA, Harvard, Vancouver, ISO, and other styles

50

Anggaraa, Anggi. "Are students more interested in solving mathematics problems related to reality?" New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 9 (January 11, 2018): 10–16. http://dx.doi.org/10.18844/prosoc.v4i9.3037.

Full text

Abstract:

Eleven lower-achieving girl students (13/14 years old) were asked about their task-specific interest in solving mathematics problems that either related or did not relate to reality, both before and after solving problems. Six of the eleven students were interviewed about the reasons behind their interest in particular problems. Furthermore, an interview was also carried out with a mathematics teacher, to know the types of problems that students usually worked on and students’ interest in those problems from a teacher’s point of view. The analysis revealed that students possessed different interests concerning problems, which either related or not with reality. However, generally, they preferred to solve problems that had no connection to reality, because they were easily able to work on such problems without much confusion. Keywords: Students’ interest, modelling problems, dressed-up word problems, intra-mathematical problem.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!