Dissertationen: „Mathematical word problem“

1

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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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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3

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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4

Marcou, Andri. „Teaching mathematical word-problem solving : can primary school students become self-regulated problem solvers?“ Thesis, London South Bank University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.478925.

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5

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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6

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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7

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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8

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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Blake, Theodell Joanna. „Fourth-Grade Teachers Use of MTSS-RTI to Teach Mathematical Word Problem-Solving“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6880.

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Schools in Florida used the multitiered system of support response to intervention framework to help students achieve the state and national standards but, in the national report card, 61% of the fourth-graders assessed in mathematics failed to achieve proficiency. Research indicated that the students lacked mathematical word problem-solving skills. The purpose of the qualitative study was to discover how fourth-grade special and general education teachers used the response to intervention framework evidence-based curriculum, instruction, intervention, assessment, and student data to teach math word problem-solving skills to children who have persistent and significant difficulties. Welner's zone of mediation framework and Vygotsky's sociocultural theory form the conceptual framework for the study. The teachers provided data through in-depth interviews, math intervention program, training document, teachers' guides, assessment tools, and observation. All the data was uploaded to the latest version of NVivo and analyzed based on the research questions. The study findings showed that participants used all the features of the response to intervention framework to teach math word problem-solving skills and address the needs of at-risk students. Teachers should continuously reinforce math vocabulary, terminology, and math reading comprehension skills of students. Administrators and teachers should be able to use the findings of this study to improve the use of the response to intervention features to develop the math word problem-solving skills of students and influence teachers' pedagogical practices.

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10

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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11

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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12

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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13

Brown, Leonard Dale. „The effects of alternative reading and math strategy treatments on word problem-solving“. Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865.

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14

Demetriou, Kyriakos. „Making word-mathematical problem-solving accessible to students with dyslexia in Cyprus : a web-based approach“. Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7797/.

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This study was designed to explore how the use of computers can facilitate and make accessible word-mathematical problem solving for students with dyslexia in Cyprus, given their learning difficulties; that the available ICT resources in Cyprus are restricted; and that the IT skills of the majority of students and teachers are limited, in two different settings: the wholeclassrooms of students with dyslexia and on an individual level. Web-based learning environments (WBLEs) were designed in collaboration with participating teachers with the use of simple tools that do not demand specialized IT knowledge. Several word-based mathematical problems were chosen. The WBLEs guided the students following five steps. The guidance was facilitated by navigation buttons, audio instructions, pictures, and diagrams, etc. Six whole-classroom implementations were conducted where the students (including a student with dyslexia) collaborated in groups with the use of a computer. Also, eight individual implementations were conducted with two other students with dyslexia; four implementations respectively. Data were collected through observations, interviews, tests, and computer screen capturing, and these were analysed by following thematic analysis. It was found that the computer-assisted environment can support students with dyslexia in WMPS to a great extent. The facilities provided by the WBLEs, the benefits of collaborative and individualized learning support with the use of WBLEs, the continuous guidance and feedback provided by teachers, peers and WBLEs, can support students with dyslexia in such tasks. The short-lasting impact is an indication of the need for more frequent use of the computer for this purpose. Also, despite the limited available ICT resources in Cypriot mainstream classrooms, as well as a lack of suitable software for WMPS for students with dyslexia, and limited IT skills of students and even teachers, ICT can be embedded in the instruction with additional learning value for students, by creating simple WBLEs.

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Vartiainen, Oskar, und 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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Daniel, Gretchen Elisabeth. „Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities“. Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054670621.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xii, 143 p. Includes bibliographical references. Available online via OhioLINK's ETD Center

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17

Kwang, Teong Su. „The effect of metacognitive training on the mathematical word problem solving of Singapore 11-12 year olds in a computer environment“. Thesis, University of Leeds, 2000. http://etheses.whiterose.ac.uk/813/.

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This study aims to establish the extent to which metacognitive training plays a part in Singapore primary students' word problem solving in a computer environment. The study involved 142 Singapore 11 to 12-year-old students from two primary schools. The study adopts a two-phase design, combining a quasi-experimental design and a case study design. For the quasi-experimental design, analysis of students' mathematical achievement test data is used to investigate the relationship between metacognitive training, students' level of mathematical achievement and their mathematical word problem solving performance. For the case study design, analysis of the think aloud protocol data during word problem solving of eight pairs of students is used to explore the role of metacognition in mathematical word problem solving in a computer environment. In addition, student questionnaire and teacher interview data provide descriptive accounts of students' metacognitive knowledge during mathematical word problem solving. The findings from the analysis of mathematical achievement test and think aloud protocol data reveal that metacognitive training results in improvement in mathematical word problem solving performance, and that lower achievers appear to show the full benefit from metacognitive training only after a period of time. The findings of the think aloud protocol data also reveal that i) generating metacognitive behaviours, and knowing when and how to use them during word problem solving are important determinants for successful word problem solving, and ii) students have distinctive progressions of word problem solving activity which can be represented by five types of cognitive-metacognitive word problem solving models. These progressions of word problem solving activity seem to relate to students' success in word problem solving. It is also proposed that there is a relationship between affect, students' ability to develop metacognitive awareness, and word problem solving. In addition, effective pair collaboration is influenced by students' mathematical beliefs, and how students are paired according to their metacognitive knowledge. The educational and pedagogical implications of these findings are discussed, particularly in relation to the Singaporean context.

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18

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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19

Shim, Sangho. „Large scale group network optimization“. Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/31737.

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Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2010.
Committee Chair: Ellis L. Johnson; Committee Member: Brady Hunsaker; Committee Member: George Nemhauser; Committee Member: Jozef Siran; Committee Member: Shabbir Ahmed; Committee Member: William Cook. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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Schaefer, Whitby Peggy. „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“. Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3690.

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Students with HFA/AS present with a unique set of cognitive deficits that may prevent achievement in the mathematics curriculum, even though they present with average mathematical skills. The purpose of the study was to determine the effectiveness and efficiency of the use of a modified learning strategy to increase the mathematical word problem solving ability of children with high functioning autism or Asperger's syndrome; determine if the use of Solve It! increases the self-perceptions of mathematical ability, attitudes towards mathematics and attitudes towards solving mathematical word problems; and, determine if Solve It! cue cards or a Solve It! multimedia academic story works best as a prime to increase the percentage correct if the student does not maintain use of the strategy. The subjects were recruited from a central Florida school district. Diagnosis of ASD was confirmed by a review of records and the completion of the Autism Diagnostic Inventory-Revised (Lord, Rutter, & Le Couteur, 2005). Woodcock Johnson Tests of Achievement (Woodcock, McGrew, & Mather, 2001) subtest scores for reading comprehension and mathematical computation were completed to identify the current level of functioning. The Mathematical Problem Solving Assessment- Short Form (Montague, 1996) was administered to determine the need for word problem solving intervention. The subjects were then taught a mathematical word problem solving strategy called Solve It!, during non-content course time at their schools. Generalization data were collected in each subject's regular education mathematics classroom. Sessions were video-taped, work samples were scored, and then graphed using a multiple baseline format. Three weeks after the completion of the study, maintenance data were collected. If subjects did not maintain a high use of the strategy, they were entered into the second study to determine if a video prime or written prime served best to increase word problem solving. The results of the study indicate a functional relationship between the use of the Solve It! strategy and the percentage correct on curriculum based mathematical word problems. The subjects obtained efficient use of strategy use in five training sessions and applied the strategy successfully for five acquisition sessions. Percentage correct on mathematical word problems ranged from 20% during baseline to 100% during training and acquisition trials. Error analysis indicated reading comprehension interference and probable executive functioning interference. Students who did not maintain strategy use quickly returned to intervention level using a prime. Both primes, cue cards and multimedia academic story, increased performance back to intervention levels for two students. However, one prime, the multimedia academic story and not the cue cards, increased performance back to intervention levels for one student. Findings of this study show the utility of a modified learning strategy to increase mathematical word problem solving for students with high functioning autism and Asperger's syndrome. Results suggest that priming is a viable intervention if students with autism do not maintain or generalize strategy use as a means of procedural facilitation.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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21

Clements, Taylar Brooke. „The role of cognitive and metacognitive reading comprehension strategies in the reading and interpretation of mathematical word problem texts reading clinicians' perceptions of domain relevance and elementary students' cognitive strategy use“. Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4872.

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Implications for professional development, integrated cognitive strategy instruction, and contributions to existing literature are discussed.; The intent of this concurrent mixed method study was to examine teacher perceptions and student applications of cognitive reading comprehension strategy use as applied to the reading and interpretation of a mathematics word problem. Teachers' perceptions of the relevance and application of cognitive reading comprehension strategies to mathematics contexts were investigated through survey methods. Additionally, students' cognitive strategy use was explored by eliciting verbalization of cognition using think aloud protocol and clinical interview probes with purposively selected first through sixth-grade students. An experimental component of this study involved the random assignment of teachers to a professional development book study focused on either a) instructional methods supportive of integrated cognitive strategy instruction in reading and mathematics (treatment group) or b) a review of cognitive strategy instruction in reading (control group). The results of this study indicate that the elementary student participants did not recognize the cognitive comprehension strategies that they were using during the initial reading of the mathematical text as relevant to mathematics based text, which is why initial patterns of strategy use were not sustained or renegotiated, but were instead replaced or extinguished without replacement upon identification of the text as mathematical. This may be due to a lack of: 1) domain-general instruction, 2) varied text examples in their schooling, and/or 3) conditional knowledge instruction for strategy use, effects that may be caused by the students' teachers' own domain-specific perceptions of cognitive strategy use at the elementary level. The teachers in the treatment group demonstrated greater awareness of the relevance of cognitive reading comprehension strategies for mathematics text than the control group; however, there was no evidence that this new awareness impacted their instruction in this study.
ID: 029809129; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 127-144).
Ed.D.
Doctorate
Education

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22

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 Education
Ph.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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23

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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24

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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25

Tan, Li-hua, und 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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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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27

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, 2013
This 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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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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29

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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30

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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31

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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32

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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33

Brey, Amina. „Multiple representations and cognitive load: words, arrows, and colours when solving algebraic problems“. Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020392.

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This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).

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Niclasson, Emma, und Sofia Sandén. „Elevers olika strategier vid problemlösning i matematik : En kvalitativ studie i årskurs 3“. Thesis, University of Skövde, School of Humanities and Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-653.

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Syftet med studien var att ta reda på vilka strategier elever väljer när de ska lösa

ett matematiskt problem. Vi genomförde en observation och nio individuella

intervjuer med elever i årskurs 3. De fick lösa ett matematiskt problem som

observerades. Utifrån elevernas lösningar genomförde vi sedan intervjuer för att

ta reda på vilka strategier de valt att använda för att lösa problemet. Resultatet av

elevernas lösningar visade på flera olika lösningsstrategier. Dessa delades in i

yttre och inre representationer. Strategier som bilder, grafiska framställningar och

matematiska symboler (siffror) hör till de yttre representationerna, då de består av

konkreta bilder som eleverna måste se framför sig på papper när de löser

matematiska problem. Huvudräkning, automatiserad kunskap och ”tänkande” är

samtliga strategier som tillhör de inre representationsformerna. Med inre

representationer menar vi det som sker i huvudet, det eleverna inte behöver se

framför sig för att kunna lösa problemet. Vi fann att elevlösningarna innehöll

kombinationer av flera olika strategier. Vilken eller vilka strategier eleven än

väljer till sin problemlösning är det oundvikligt att använda sig av någon form av

inre representationsform, för att tänka måste alla göra oberoende av vilken

lösningsstrategi som väljs och hur duktiga problemlösare eleverna än är. När

eleverna är unga kan det vara svårt och ovant för dem att skriftligt redovisa hur

lösningsprocessen gått till. Därför måste vi lärare ha tid att sätta oss in i hur

eleven tänker för att kunna bygga vidare undervisningen utifrån den enskilde

individens behov.

The purpose of the study was to discern which strategies pupils employ when they solve

a mathematical problem. We carried through one observation and nine individual

interviews with pupils in school year 3. They were asked to solve a mathematical

problem, which was observed. On the basis of the pupils’ solutions, we carried out

interviews in order to determine which strategies they chose to employ. The outcome of

the pupils’ solutions showed several problem solving strategies. These were divided

into external and internal representations. Strategies such as pictures, graphs and

mathematical symbols (numerals) are external representations, as they consist of

concrete pictures that the pupils must see in front of them on a paper when solving

mathematical problems. Mental arithmetic, automated knowledge and “thinking” are all

strategies that belong to internal modes of representation. With internal representations,

we mean what happens inside our heads – what pupils need not see in front of them in

order to solve a problem. We found that the pupils’ solutions contained combinations of

several different strategies. Irrespective of which strategy or strategies the pupil choose

in his or her problem solving, it is inevitable to use some variety of internal

representations; everyone has to think, regardless of the strategy chosen and the

problem solving skills of the pupil. When pupils are young, it may be difficult for them

to present the flow of their problem solving processes in writing. Consequently, as

teachers we must have time to familiarize ourselves with how the pupil thinks in order

to develop our teaching on the basis of the needs of the individual pupil.

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Yeh, Chia Chi, und 葉家綺. „A study on problem-solving and cooperative problem-solving in different mathematical word problems“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/50513131646397788692.

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碩士
國立交通大學
教育研究所
93
Abstract Problem solving has long been a crucial issue in mathematic education. In schools, providing students with word problems is an important way to help them become competent mathematics problem solvers. Based on the view of constructivism, this study mainly investigated the learners with different capabilities of math arithmetic and reading comprehension on their performance, error types, and the procedures for problem solving in dealing with different mathematical word problems. Moreover, the study explored the effectiveness on cooperative problem solving. By reviewing the theoretical foundations of problem solving, there were two different mathematical word problems: traditional and narrative ones. Five steps were also proposed for problem solving: understanding the problem, matching the pattern, making a plan, carrying out the plan, and judgement. Afterward the study integrated the factors and error types in problem solving through surveying the researches on mathematical word problems. Tests and observations were adopted in this study. The participants were 203 eighth-grade students, who were classified into four groups: having no difficulties in math arithmetic and reading comprehension (Group 1), having reading comprehension difficulties only (Group 2), having math arithmetic difficulties (Group 3), and having difficulties both in math arithmetic and reading comprehension (Group 4). All of the students were given traditional and narrative word problems individually and collaboratively. Their performance, features of solving behaviors, and procedures of problem solving were investigated. Research findings were summarized as follows. First, students’ performance in traditional word problems was highly related to math arithmetic examination. It indicated that the traditional word problems were decontextualized and were highly coherent with their arithmetic abilities. However, students’ performance in narrative word problems was not as good as that in traditional word problems. Besides, though the students in Group 2 and Group 3 belonged to different difficulties, the performance of narrative word problems turned out no significant differences. Second, most of the students attained high-level stages in solving traditional word problems except those in Group 4. However, except Group 1, most of the others stayed in low-level stages in solving narrative ones. Furthermore, depending on intuition or smooth working on the procedures of problem solving, most of the students did not judge their final answers. Based on the research findings, a model of problem solving was developed. Successful problem solving resulted from going through a ‘exploring belt’ and ‘the core of problem solving.’ Third, the findings also revealed that most of the students did not perform well in story-based narrative word problems. In particular, the unanswered situation of Group 2, Group3, and Group 4 students was much more frequent than that in traditional word problems. On the other hand, the students of Group 2 and Group 4 with obvious errors of linguistic knowledge may require interventions aimed at reading comprehension. The students of Group 3 and Group 4, on the other hand, may need instruction in automatic skills in mathematics. Finally, solving problems cooperatively promoted both the scores and problem solving stages in traditional and narrative word problems. In the procedures of cooperation, the unanswered situations were greatly reduced in narrative word problems because of the affective supports from interactive conversations. Furthermore, the Group 1 students usually played a tutor role in cooperative activities with those in other groups, which were likely similar to an expert-novice relationship, while the complementary cooperative combination of Group 2 and Group 3 students was likely in a ‘equivalent plane,’ which revealed more verbal interaction. The study indicated that cooperative problem solving may be an important research issue for mathematical problem solving. Further research was suggested to deeply investigate the effect on cooperative problem solving.

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Fang, Yi-Jun, und 房怡均. „The Problem-Solving Strategies of Mathematical Word-Problem in Junior High School“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/50066673935881735765.

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碩士
中原大學
應用數學研究所
104
Abstract The purpose of this study is to explore the mathematical word-problems studied in junior high school. In the research, numerical examples are used to evaluate problem-solving strate-gies about mathematical word-problems (MWP). According to the categories of questions, strategic knowledge and knowledge of algorithms in the problem-solving models, prob-lem-solving strategies about mathematical word-problems (MWP) are analyzed. It is more dif-ficult than the others in the course, and therefore seven categories of application questions, including "engineering-questions", "age-questions", "clock-questions", "travel-questions", "nu-meric-questions", "Newton-questions" and "the other". There are 54 questions classified and integrated in this research are discussed. The students'' main problem is that they would not analyze an entire topic, pick an un-known directly from the questions, and lack of problem solving strategy. There are two main keys to solve the application of quadratic equation. One is to have a completely understanding of the problem. And the other is to select unknown messages to the assumption and list in the equation. Finally, with all the findings above, I hope with sincerity that this study could benefit to instruction of teachers’ profession, and students’ learning.

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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.

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Yuan-Chih, Lin, und 林沅芝. „The Effects of Mathematical Problem-Solving Strategies on Word Problems for Students with Mathematical Learning Disabilities in Elementary School“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/56066801785322737930.

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碩士
臺北市立教育大學
身心障礙教育研究所
94
Abstract The purpose of this study was to explore the effect of solving comparative addition and subtraction applied mathematics problems by using Mathematical Problem-Solving Strategies for students with Mathematical Learning Disabilities . In addition, the study also analyzed the reasons that influenced the students’ performance of problem-solving by observing and recording students’ performance of learning the strategy. ‘The multiple probe design across subjects’ method toward two students with Mathematical Learning Disabilities was used to assign the teaching experiment procedure and analysis the treatment effects. Data were analyzed by visual analysis, C statistic, and checklist. The main conclusions of this study were as followed: 1. After instruction, all of the two subjects’ percentages of correct responses was increased and kept maintaining. 2. After instruction, all of the two subjects’ percentages of correct responses of “different quantity unknown problem” was increased and kept maintaining. 3. After instruction, all of the two subjects’ percentages of correct responses of “compared quantity unknown problem” was increased and kept maintaining. 4. After instruction, all of the two subjects’ percentages of correct responses of “referent quantity unknown problem” was increased and kept maintaining. 5.The main reason that influenced the two subjects’ performance of problem-solving was the subjects’ability of representation of the problem. Keywords：mathematical problem-solving strategies、Mathematical Learning Disabilities、comparative addition and subtraction applied mathematics problems

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Tai, Po-chen, und 戴伯錚. „The effect of problem-posing activities on problem posing and problem solving abilities for children with difficulties in solving mathematical word problems“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/13617083595693189235.

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碩士
國立臺南大學
特殊教育學系碩士班
96
The purpose of this study was to explore whether problem-posing activities help children with difficulty solving mathematical word problems in problem posing and problem solving. This study adopted the multiple-baseline, cross-group design of single-subject research. Three fourth-grade students with difficulty solving mathematical problems were chosen as research subjects. This research adopted the problem-posing test and the problem-solving test to analyze the changes in problem-posing and problem-solving abilities. The results indicated the following: 1. Problem-posing activities could improve and maintain problem-posing feasible on children with difficulty solving mathematical word problems. 2. Problem-posing activities could improve and maintain problem-posing fluency on children with difficulty solving mathematical word problems. 3. Problem-posing activities could improve and maintain problem-posing flexibility on children with difficulty solving mathematical word problems. 4. Problem-posing activities could improve and maintain problem-posing complexity on children with difficulty solving mathematical word problems. 5. Problem-posing activities could improve and maintain the ability to solve changing word problems on children with difficulty solving mathematical word problems. 6. Problem-posing activities could improve and maintain the ability to solve comparing word problems on children with difficulty solving mathematical word problems, but the effect was not as remarkable as the ability to solve changing word problems.

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Xin, Yan Ping. „A comparison of two instructional approaches on mathematical word problem solving by students with learning problems /“. Diss., 2002. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3073969.

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Chia-cheng, TSAI, und 蔡佳錚. „Working Memory and Mathematical word problem solving processes in primary school students“. Thesis, 1997. http://ndltd.ncl.edu.tw/handle/33801188158343409465.

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碩士
國立台南師範學院
國民教育研究所
86
The purpose of the study was to investigate the mathematical word-problem solving processes and working memory of primary school students different in grade and mathematical ability. The study also addressed the relationships between working memory and component knowledges of problem-solving processes, and analyzed patterns of response errors on compare word problems in mathematics. The researcher designed two tests, compare word problem processes and working memory, as research tools, and distributed the tests to 524 fifth and sixth graders in six primary schools. The main results of the study were presented as follows. 1. The performances of students with different mathematical abilities on problem-solving processes as a whole were significantly different, as were performances on the stages of problem comprehension, problem integration, plan design, plan execution, and solution check. However, performance differences on the stages of plan design, plan execution, and solution check were interactive between mathematical ability and grade, with performance differences between fifth and sixth graders being reliable both in high- and middle-mathematical-ability groups, but not in low-mathematical group. This result indicates that abilities for performance on these three stages do not increase smoothly in low-mathematical -ability students. 2. The performances of students with different mathematical abilities on the component knowledges of problem-solving processes, were significantly different, which includes linguistic knowledge, representation knowledge, schematic knowledge, information selection, strategic knowledge, procedural knowledge, and solution monitoring. 3.The performances of different graders on problem-solving processes as a whole and each stage of problem solving are significantly different, as were performances on each kind of component knowledges of problem-solving processes, except for linguistic knowledge. 4.Students different in grade and mathematical ability both showed different patterns of response errors on each kind of component knowledges of problem-solving processes. 5. The performances of students with different mathematical abilities on working memory as a whole were significantly different, as were performances on different aspects of working memory, including memories of graph-number, graph-number transformation, visual-spatial relation, semantic relatedness, and sentence comprehension. However, performance differences on memories of graph-number transformation and visual-spatial relation were not reliable between high- and middle- mathematical ability groups. The result suggested that limitation on memories of graph-number transformation and visual-spatial relation may be an unique characteristic of low-mathematical-ability students'' working memory. 6. The performance of sixth graders on working memory as a whole was significantly higher than the performance of fifth graders. It was suggested that working memory increases with age. 7.Memories of Sentence comprehension, graph-number transformation, and graph-number have larger predictabilities with respect to the component knowledges of problem-solving processes than other aspects of working memory. The result indicates that semantic comprehension, information-modality transformation, and information retention are the primary factors that relate working memory and mathematical learning. On the basis of the above results, the researcher made several suggestions for the instruction of mathematical problem solving and future research.

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LI, PEI-YI, und 李佩儀. „Mathematical Picture Book into the First-grade Addition and Subtraction Word Problem Solving“. Thesis, 2018. http://ndltd.ncl.edu.tw/handle/39e633.

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碩士
國立高雄師範大學
數學系
106
This study aims to explore elementary school Grade 1 students’ learning of addition and subtraction word problems by instruction of “math picture book” designed by the researcher. It adopted both qualitative and quantitative methods. First, it conducted research of preparation by word problem “addition and subtraction up to ten” and the story “Finding the Mouse Princess Perfect Groom”. Subsequently, after collecting 12 teachers’ opinions of revision, it implemented formal practice and introduces the story of “Little Fire Dragon’s Convenience Store” in two units: “operation of addition and subtraction” and “double figure addition and subtraction”. In the process, it collected 23 students’ sound and video recording in class, math learning journals, math pretest and posttest, written test of delayed posttest and responses in scale of learning interest and confidence; it conducted qualitative analysis on math learning journals and transcription of sound and video recording and ANOVA on grades of pretest, posttest and delayed posttest and responses of scale of math learning interest and confidence. Research findings are shown below: 1.In instruction of math picture book, the teacher interacts with students by asking questions and it relatively enhances students’ speaking intention. 2.After instruction of math picture book, progress of high-grade group and medium-grade group is more significant than low-grade group. 3.After instruction of math picture book, medium-grade group’s learning retention degree is higher than low-grade group. 4.After instruction of math picture book, the students’ mathematics Sentences performance in adding and subtracting word problem is quite good. 5.Students show high degree of learning interest and confidence in the class of math picture book. 6.After instruction of math picture book, high-grade group’s average difference of overall learning interest and confidence is higher than that of low-grade group. 7.After instruction of math picture book, as to learning interest and confidence, high-grade, medium-grade and low-grade groups do not show significant difference. Finally, according to findings, the researcher proposes related suggestions as reference for future research. Keywords: addition and subtraction word problem of Grade 1, math picture book, math learning interest and confidence

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Bae, Young Seh. „Mathematical Word Problem Solving of Students with Autism Spectrum Disorders and Students with Typical Development“. Thesis, 2013. https://doi.org/10.7916/D87087NN.

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Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development - Young Seh Bae - This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically developing students in fourth and fifth grade, who were comparable on age and IQ (greater than 80). The factors examined in the study were: word problem solving accuracy; word reading/decoding; sentence comprehension; math vocabulary; arithmetic computation; everyday math knowledge; attitude toward math; identification of problem type schemas; and visual representation. Results indicated that the students with typical development significantly outperformed the students with ASDs on word problem solving and everyday math knowledge. Correlation analysis showed that word problem solving performance of the students with ASDs was significantly associated with sentence comprehension, math vocabulary, computation and everyday math knowledge, but that these relationships were strongest and most consistent in the students with ASDs. No significant associations were found between word problem solving and attitude toward math, identification of schema knowledge, or visual representation for either diagnostic group. Additional analyses suggested that everyday math knowledge may account for the differences in word problem solving performance between the two diagnostic groups. Furthermore, the students with ASDs had qualitatively and quantitatively weaker structure of everyday math knowledge compared to the typical students. The theoretical models of the linguistic approach and the schema approach offered some possible explanations for the word problem solving difficulties of the students with ASDs in light of the current findings. That is, if a student does not have an adequate level of everyday math knowledge about the situation described in the word problem, he or she may have difficulties in constructing a situation model as a basis for problem comprehension and solutions. It was suggested that the observed difficulties in math word problem solving may have been strongly associated with the quantity and quality of everyday math knowledge as well as difficulties with integrating specific math-related everyday knowledge with the global text of word problems. Implications for this study include a need to develop mathematics instructional approaches that can teach students to integrate and extend their everyday knowledge from real-life contexts into their math problem-solving process. Further research is needed to confirm the relationships found in this study, and to examine other areas that may affect the word problem solving processes of students with ASDs.

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曾儀婷. „Effects of Schema-Based Instruction on Mathematical Word Problem Solving of Students with Learning Disabilities“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/86048061332967075327.

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碩士
國立高雄師範大學
特殊教育學系
103
This study investigated the effects of shema-based instruction on solving multiplication and division word problems of two fifth-graders with learning disabilities. This study utilized withdrawal design of single-case research, in which the intervention was divided into two phases, B1 and B2. The difference between B1 and B2 was the amount of prompting. This study lasted for three months, including 16 testing sessions. Students were given 10 multiplication and division word problems in each testing session. The findings were (1) schema-based instruction had immediate and matintaining effects on multiplication and division word problems ofthe two participants with learning disabilities; and ( 2) the participants made fewer incorrect responses in solving compared-unknown problem types than referent-unknown problem types.

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Su, Pin-Hung, und 蘇品弘. „A Study on relationships among capabilities of problem representation, Chinese reading comprehension and mathematical word problem solving abilities of children“. Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44gg5g.

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碩士
國立臺中教育大學
特殊教育學系碩士班
102
The purpose of the present study aims at exploring the performances on problem representation and Chinese reading tests of students with different abilities on mathematical word problem solving tests; measuring relationships among problem representation ability, Chinese reading comprehension ability and mathematical problem-solving ability; predicting the performances of mathematical word problem solving of the fourth grade students by problem representation ability and Chinese reading comprehension ability. The Raven’s test, Chinese reading comprehension test, the arithmetic problem representation test and mathematical word problem solving test were administered to 213 students of the fourth grade in Chiayi County. Data were analyzed using descriptive statistics, ANCOVA, Pearson Product-Moment Correlation and SEM methods. The results are as followed: 1. There are differences excluding nonverbal IQ interference in the arithmetic problem representation test, Chinese reading comprehension test and component skills on performances of students with different mathematical word problem-solving ability. High and medium scoring students perform better than low scoring group students. 2. Chinese reading comprehension ability, problem representation ability and mathematical word problem solving ability correlated to each other significantly. The correlation between problem representation and mathematical word problem solving is higher than that between reading comprehension and mathematical word problem solving. 3. Linguistic, semantic, and schematic knowledge are measurement indexes of problem representation ability. 4. The problem representation ability has better direct predictability to mathematical word problem solving performances than that of Chinese reading comprehension. 5. Chinese reading comprehension ability could predict problem representation ability significantly. Chinese reading comprehension ability correlated to problem representation ability positively and significantly. 6. Chinese reading comprehension ability could predict the performance of mathematical word problem solving when considering the factor of problem representation ability.

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Chen, Suen C., und 陳瓊瑜. „The study of the problem solving process of multiplication word problems at the third grade students with mathematical learning difficulties“. Thesis, 2002. http://ndltd.ncl.edu.tw/handle/43390383819588228263.

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碩士
國立彰化師範大學
特殊教育學系在職進修專班
90
This study aims at comparing and contrasting the difference of multiplication application problems solving process of the third graders of elementary students between those of high mathematical ability and those of low. Based on the result, or the differences, I will further study the possible difficulties these students of low mathematical ability might face while they are solving the multiplication application problems. Five for each ability group, ten in total, took part in this study. We will work on ten problems of multiplication application, include five for the middle difficult and five for the highly difficult problems. I will apply the research methods of thinking aloud and meeting. According to the oral records of thinking aloud and the meeting records, I analyze the problem solving process, and the difference of the process between the two groups as following: 1. The most students of the group of high mathematical ability can apply the five problem solving elements well. They often make mistakes at the stages of problem integration and problem solving execution. Also, they are less aware of their mistakes made in calculation. 2. It’s very possible for the students of low mathematical ability to make mistakes anytime, but the most difficult for them are the two elements: problem integration and problem solving execution. They are not aware of their mistakes made while they are working on the problems. 3. To summarize, obviously the students of high mathematical ability and solve the problems faster than the low. The group of high mathematical ability can apply the five problem solving elements well while the low can make mistakes at any elements. The group of high mathematical ability often makes mistakes while doing calculation and the integration of unit conversion. The group of low mathematical ability often makes mistakes at problem integration, problem solving execution, problem translation, etc. 4. The possible cognitive difficulty of solving multiplication application problems the group of low mathematical ability might face is the students’ comprehensive problem of specific concepts, such as the relative clauses occur in the question. Also, they don’t have enough multiplication knowledge for them to apply upon problem translation and integration of meaning. Besides, due to their lack of calculation skill proficiency and their passive attitude at problem solving monitoring, they are lack of efficiency on problem solving, and it’s easy for them to make mistakes during the process.

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Huang, Tzu-Chi, und 黃姿綺. „An Action Research about the Effect of Mathematical Word Problems by Problem-Solving Strategies for Elementary Students with Hearing-impaired“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/13451023248895987583.

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碩士
臺中師範學院
國民教育研究所
91
The purpose of this study was to explore the effect of problem-solving strategies toward three hearing-impaired students at sixth grade. Researcher conducted the study by using Mayer (1992)’s solving progress as frame , self-made word problem as context, it was a qualitative Action Research. There were four studying stages: “ I can draw the pictures ” , “I can find the points”, “I can make a comparison ” and “I can read the sentence”. According to the sentence structure of questions (declarative, relative and interrogative sentences), researcher designed process of problem representation and problem -solving .During the process of study, the researcher used teaching, observing and document analysis to collect and induce related data. The possessions of main conclusion as follows: 1.The Performance of mathematical problem representation : (1)Problem translation could draw similar diagrammed representation of concrete subjects ,but showed difficulties of translation unit terms. (2)Problem integration representative strategies of tables, key terms and lines were helpful to questions integration. 2. The Performance of mathematical problem solving : (1)Solution planning and monitoring Structural, solution planning was necessary, but development of monitoring was difficult. (2)Solution execution -implement problem representation to facilitate execution of problem solving. Success of problem representation doesn’t mean the success of execution problem solving. 3.The Benefits: To promote the understanding of questions, develop the strategies of problem solving, further the efficiency of problem solving and elevate the interests of learning. 4. The Difficulties : Insufficient problem translation, inadequate individual instruction, uneasy teaching control and biased teaching design. 5. Teacher’s reaction : Collected relevant documentary, asked for scholars and specialists,examined individual process of each stage. Based on above results, implications for practice and further research were recommended on the basis of the finding of this study.

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Wang, Ai-Chen, und 王愛珍. „The Effects of Schematic Video and Animation for Students With Learning Disabilities on Mathematical Word Problem“. Thesis, 2010. http://ndltd.ncl.edu.tw/handle/38317615334160160318.

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碩士
中華大學
資訊管理學系(所)
98
According to the Statistical Report of National Special Education conducted in 2008, students with learning disabilities（LD）are the majority among special education students. In other words, students with LD represent the second highest subset of all students with special needs; therefore, the issue of this study is to help students with LD diminish their perplexity and dilemma with learning. The purpose of this study is to use schematic video and animation to help students with LD solve real-life mathematical word problems. The single-subject research design A-B-A’ method conducted upon three participants with LD in an elementary school in Taichung County was used to assign the teaching experiment procedure and analyze the treatment effects. Data were analyzed by visual analysis, graphic display, and interviews. There are three purposes of the study；（1）using schematic video and animation to probe into the effects of word problem-solving；（2）using schematic video and animation to probe into the ability of generalization in terms of short-term and long-term retention；and（3）using schematic video and animation to probe into the motive and attitude of the participants toward learning. The result indicated that software intervention produced positive outcomes for individual students solving real-life mathematical word problem, performance of the students’ improved, and all the three participants showed short-term and long-term retention of the materials learned. Moreover, the participants had the positive attitudes toward learning.

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Hsiang-Ju, Chen, und 陳相如. „Effects of Schema-Based Instruction on Mathematical Word-Problem Performance by Elementary Students with Learning Disabilities“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/39697322604915216076.

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碩士
臺北市立教育大學
特殊教育學系碩士班身心障礙組(日)
101
This study investigated the effects of Schema-Based Instruction (SBI) on addition and subtraction word problems of learning disabilities. ABA’ design of single subject research is applied as the research method; it aims at conducting experimental teaching and assessments on elementary school third grade learning disabilities, to explore the accuracy of addition and subtraction word problems on immediate test, maintenance test, as well as problem-solving attitude. Data were collected by the researcher’s observation and students’ interviews, and analyzed through the visual analysis method and C statistics. The finding was showing that: (1)Schema-based instruction is able to improve the overall problem- solving performances of learning disabilities on addition and subtraction word problems and in addition,maintenance effects. (2) Schema-based instruction can improve the problem-solving performance of learning disabilities on all kinds of addition and subtraction word problems, aspecilly on the type of change which small number unknowed.In addition, all of the problems are able to maintenance effects. (3) Schema-based instruction can’t improve the problem-solving attitude of learning disabilities.

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錢美蘭 und 錢美蘭. „To Investigate the Influence of Mathematical Communication on Second Grades’ Addition and Subtraction Word Problem Solving“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/10006464004731360153.

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碩士
臺北市立大學
數學系數學教育碩士在職專班
103
The purpose of this study was to investigate the influence of mathematical communication on second grades’ addition and subtraction word problem solving. The study applies both qualitative and quantitative research methods. Mathematical communication activities for a group of 21 students to investigate the influence of addition and subtraction word problem solving ability. The results showed that: 1. The student after mathematical communication activities, each dimension of the problem-solving abililty is to enhance, and has the effect of learning transfer and learning retention. 2.The student after mathematical communication activities, problem-solving steps can establish self-understanding of the problem situation and strategies used, that can enhance the student ability to solve problems. 3. The student after mathematical communication activities, if prompt problem-solving steps for inconsistent language problems will enhance the success of problem solving; if prompt problem-solving steps for superfluous information which appears in the beginning of the question will enhance the success of problem-solving. 4. High, high-medium and medium- low level of mathematics students after mathematical communication activities, they can learn from the different perspectives of others to organize their own knowledge to reach a consensus view of context, and each dimension of the problem-solving abililty tends to balance; low level students study the effect are not better than the others, and dimensions of the problem-solving ability develop uneven. The suggestions on instruction and assessment on addition and subtraction word problem solving are provided for the future research.

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