Does representation matter? Teacher-provided tables and drawings as cognitive tools for solving non-routine word problems in primary school
Journal Title: European Journal of Science and Mathematics Education - Year 2018, Vol 0, Issue 0
Abstract
According to the German educational standards, students should be familiar with problem-solving as a general mathematical competency by the end of grade 4. Non-routine word problems are suitable tasks for mathematical problem-solving in elementary mathematics classes. They are characterized by the fact that the problem-solver cannot simply use well-trained algorithmic calculating procedures (Rasch, 2001). As a result, many students struggle with word problems in mathematics, especially with non-routine word problems (Hohn, 2012). Representation plays a central role in the process of problem-solving. It involves representing a problem situation adequately, constructing a mental model and comparing it in a dynamic and iterative process with the information externalized in the representation (Schnotz et al, 2011). This study aims to shed light on teacher-provided representations as cognitive tools for students when working on non-routine word problems. In an experimental study, we examined a sample of 67 primary school students who worked on six non-routine word problems with provided representations. The tasks were accompanied by a table or a drawing. Furthermore, the tables and drawings differed with regard to the amount of information provided. Statistical data analysis generated, among other findings, two results: Overall solution rates were low (10 to 24%). Tables and drawings facilitated the solution process differently depending on the type of word problem. Consequences for subsequent future research are discussed.
Authors and Affiliations
Timo Reuter *| Graduate School “Teaching and Learning Processes”, University of Koblenz-Landau, Landau, Germany, For correspondence: reutertimo@uni-landau.de, Wolfgang Schnotz| Department of General and Educational Psychology, University of Koblenz-Landau, Landau, Germany, Renate Rasch| Institute for Mathematics, University of Koblenz-Landau, Landau, Germany
Keywords
Related Articles
- EP ID EP8155
- DOI -
- Views 386
- Downloads 25
School-related factors contributing to the delivery enhancement of the special science program in Western Visayas, Philippines
In this mixed-method study, the secondary schools in Western Visayas, Philippines offering special science program (SSP) were assessed as basis for delivery enhancement. The SSP along student-related factors and the exte...
Why not start with quarks? Teachers investigate a learning unit on the subatomic structure of matter with 12-year-olds
This paper describes the second in a series of studies exploring the acceptance of the subatomic structure of matter by 12-year-olds. The studies focus on a novel learning unit introducing an atomic model from electrons...
Animation model to conceptualize ATP generation: a mitochondrial oxidative phosphorylation
Adenosine triphosphate (ATP) is the molecular unit of intracellular energy and it is the product of oxidative phosphorylation of cellular respiration uses in cellular processes. The study explores the growth of the misc...
Proof construction and evaluation practices of prospective mathematics educators
This study was conducted with 93 freshmen and 82 senior prospective mathematicians and mathematics teachers in order to investigate how they construct and evaluate proofs and whether there are any significant differences...
New trends in computer math teaching
In the first section of this paper we analyze the possibilities for using the new technologies and the corresponding changes in the methodologies to be used.We continue with some thoughts on the use of Computer Algebra S...