Journal articles: 'Mathematical word problem'

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Jitendra, Asha K., Shawna Petersen-Brown, Amy E. Lein, Anne F. Zaslofsky, Amy K. Kunkel, Pyung-Gang Jung, and Andrea M. Egan. "Teaching Mathematical Word Problem Solving." Journal of Learning Disabilities 48, no. 1 (May 16, 2013): 51–72. http://dx.doi.org/10.1177/0022219413487408.

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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.

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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.

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Supap, Wanintorn, Kanlaya Naruedomkul*, and Nick Cercone. "Automatic Learning Guide for Mathematical Word Problem." International Journal of Learning: Annual Review 17, no. 11 (2011): 509–24. http://dx.doi.org/10.18848/1447-9494/cgp/v17i11/47369.

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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.

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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.

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Mananggel, Marlin Blandy. "DIAGNOSING STUDENTS’ DIFFICULTIES IN SOLVING MATHEMATICAL WORD PROBLEM." JUPITEK: Jurnal Pendidikan Matematika 2, no. 2 (February 24, 2020): 61–68. http://dx.doi.org/10.30598/jupitekvol2iss2pp61-68.

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The factors causing students' learning difficulties are very diverse, namely cognitive, non-cognitive factors, physical, mental, health, learning environment, teacher's personality, social-culture, economic background of students and schools as educational institutions. Therefore, teachers need to diagnose students' learning difficulties in order to overcome these difficulties. The purpose of this research is to 1) describe students’ difficulties in solving word problem related to the quadratic inequalities; 2) diagnose the cause of these student difficulties. This study is descriptive-qualitative research design. In this case, the researcher is the primary instrument. In collecting the data, the researcher used a diagnostic test sheet, interview and field notes. In this study, triangulation of data source is applied to check the validity of the data. Result of diagnostic test shows that student difficulties are: (a) not identify the problem, (b) not written the information into mathematical model, (c) did not know/forgot the concept of word problem that is GLBB and total revenue, (d) have not been able to make quadratic inequalities, and e) have not been able to determine its solution set. Diagnosis in this research using mapping mathematics, that is a diagram that arrange based on student difficulties. Its research shows that the causes are reading related error, linguistic error, error in understanding inequalities concepts, and error in arithmetic process. The source of causes are students’ cognitive and non-cognitive factors and also pedagogical factors

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Kajamies, Anu, Marja Vauras, and Riitta Kinnunen. "Instructing Low‐Achievers in Mathematical Word Problem Solving." Scandinavian Journal of Educational Research 54, no. 4 (July 19, 2010): 335–55. http://dx.doi.org/10.1080/00313831.2010.493341.

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Jitendra, Asha K., Cynthia C. Griffin, Andria Deatline-Buchman, and Edward Sczesniak. "Mathematical Word Problem Solving in Third-Grade Classrooms." Journal of Educational Research 100, no. 5 (January 2007): 283–302. http://dx.doi.org/10.3200/joer.100.5.283-302.

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Zulyanty, Marni. "Newman Error Analysis Siswa Madrasah dalam Menyelesaikan Soal Cerita Matematika." Jurnal Cendekia : Jurnal Pendidikan Matematika 3, no. 2 (October 18, 2019): 379–88. http://dx.doi.org/10.31004/cendekia.v3i2.121.

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Students’ mistakes in solving the mathematical word problem is still a problem so it must be identified for each stage of solving. It is done so that the solutions offered are more effective. One way to identify the stage of solving of mathematical problem is the Newman Error Analysis stage. So the purpose of this research is to describe the ability of students of Islamic Junior High School to solve mathematical problems in the form of word problem and to describe the mistakes of high-ability Islamic High School students in mathematical word problem based on Newman Error Analysis. The approach used is qualitative descriptive. The research subject is the high-ability in Islamic Junior High School of Jambi City. Students are asked to work on solving questions in the form of word problems. Then the student interviewed about the mistakes that were made when solving the word problems given for each of the stages. The results showed 56% of high-ability students encountered an error while solving the algebra operation and 44% of high-ability students encountered an error while solving Pythagoras theorem. As for the errors that occur in high-ability students if in the analysis based on the stage of Newman Error Analysis occurs at the stage of understanding the problem (comprehension) and the problem transformation (transformation). Of course, errors in the comprehension and transformation cause errors at a later stage so that the solution or answer found is worth wrong. Keywords: Error, Newman Error Analysis, Mathematical Word Problem.

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Permata, L. D., T. A. Kusmayadi, and L. Fitriana. "Mathematical problem solving skills analysis about word problems of linear program using IDEAL problem solver." Journal of Physics: Conference Series 1108 (November 2018): 012025. http://dx.doi.org/10.1088/1742-6596/1108/1/012025.

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Sepeng, Percy. "Mathematical Reasoning and Common-sense in Word Problem-solving." International Journal of Educational Sciences 7, no. 3 (November 2014): 755–63. http://dx.doi.org/10.1080/09751122.2014.11890238.

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Suarsana, I. M., I. G. W. Sudatha, G. A. Mahayukti, and R. A. Apsari. "Mathematical word problem solving abilities of hearing-impaired students." Journal of Physics: Conference Series 1778, no. 1 (February 1, 2021): 012006. http://dx.doi.org/10.1088/1742-6596/1778/1/012006.

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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.

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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.

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Fuchs, Lynn S., Sarah R. Powell, Anna-Mária Fall, Greg Roberts, Paul Cirino, Douglas Fuchs, and Jennifer K. Gilbert. "Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?" Contemporary Educational Psychology 60 (January 2020): 101811. http://dx.doi.org/10.1016/j.cedpsych.2019.101811.

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Muttaqien, Anwar. "Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten." Jurnal Review Pembelajaran Matematika 1, no. 2 (December 28, 2016): 99–116. http://dx.doi.org/10.15642/jrpm.2016.1.2.99-116.

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Word problems solving involves the ability of translating and integrating word problem text. Many students get the difficulty in solving word problem due to their inability to translate and integrate word problem text into an exact representation. Representation is divided into two types namely, pictorial representation and schematic representation. This study aims at describing representation process employed by the 10th grade of High School students on word problem solving of inconsistent comparison. This research was done to 5 students and in this article have 3 subjects. The results of this study infine other representation. There are three mathematical representation of students in solving word problems comparison inconsistent: (1) pictorial representations, (2) schematic representation, and (3) pictorial-schematic representation.

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Cox, Sarah K., and Jenny R. Root. "Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder." Remedial and Special Education 41, no. 3 (September 3, 2018): 139–51. http://dx.doi.org/10.1177/0741932518792660.

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The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.

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Moyer, Patricia S. "Links to Literature: Using Representations to Explore Perimeter and Area." Teaching Children Mathematics 8, no. 1 (September 2001): 52–59. http://dx.doi.org/10.5951/tcm.8.1.0052.

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In an elementary school classroom, as in real life, the lines between the content areas should be blurred, particularly between mathematical problem solving and mathematical situations contextualized in good literature. For that reason, I always look for interesting books about mathematical situations. Why use children's literature to teach mathematics? A good story often places mathematical problems in the context of familiar situations and is similar to, yet a much more elaborate version of, mathematical word problems. Assertions that children's inability to solve word problems results from their inability to read or to compute effectively simply are not true. The problem is that children do not know how to choose the correct operation or sequence of operations to solve the problem. To solve a problem situation presented in words, children need to be able to connect computational processes with appropriate calculations. Their difficulties lie in the fact that children simply do not understand the mathematics well enough conceptually to make the connection with the problem- solving situation. Using books with authentic problem situations may help children see that learning computation serves a real-life purpose.

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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.

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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).

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Cabezuelo Vivo, Rafael, and Víctor Pavón. "Analysing Mathematical Word Problem Solving with Secondary Education CLIL Students: A Pilot Study." Latin American Journal of Content & Language Integrated Learning 12, no. 1 (November 11, 2019): 18–45. http://dx.doi.org/10.5294/laclil.2019.12.1.2.

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The purpose of this study is to investigate to what extent the use of L2 in math tests influences bilingual education learners’ process of word problem solving in a mandatory secondary education school with Content and Language Integrated Learning (CLIL). The reading comprehension level of the students was analysed using a standards-based assessment and the questions used in Programme for International Student Assessment (PISA) tests. The word problems were selected according to the students’ level of reading-comprehension and mathematical competence. Leaners also had to answer a questionnaire, which was used to analyse if contextual factors were affecting mathematical performance in L2. To this end, the questionnaire included some questions related to the bilingual history of the students and their perception about solving word problems in English. Data were analysed through one-way or two-way ANOVA tests to find out which factors were relevant. Results show that solving word problems is not only affected by the use of L2, but that it also depends on the mathematical difficulty, irrespective of the students’ level of language proficiency. The findings, hence, imply that interaction between linguistic difficulty and mathematical complexity is at the centre of the issues affecting word problem solving.

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Teong, S. K. "The effect of metacognitive training on mathematical word-problem solving." Journal of Computer Assisted Learning 19, no. 1 (February 25, 2003): 46–55. http://dx.doi.org/10.1046/j.0266-4909.2003.00005.x.

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Powell, Sarah R., and Lynn S. Fuchs. "Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning." TEACHING Exceptional Children 51, no. 1 (June 7, 2018): 31–42. http://dx.doi.org/10.1177/0040059918777250.

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Alamolhodaei, Hassan. "A working memory model applied to mathematical word problem solving." Asia Pacific Education Review 10, no. 2 (May 14, 2009): 183–92. http://dx.doi.org/10.1007/s12564-009-9023-2.

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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.

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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.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.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.

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I, Ji-Yeong, and Jasmine Stanford. "Preservice Teachers' Mathematical Visual Implementation for Emergent Bilinguals." Mathematics Teacher Educator 7, no. 1 (September 2018): 8–33. http://dx.doi.org/10.5951/mathteaceduc.7.1.0008.

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Using visuals is a well-known strategy to teach emergent bilinguals (EBs). This study examined how preservice teachers (PSTs) implemented visuals to help EBs understand mathematical problems and how an innovative intervention cultivated PSTs' capability of using visuals for EBs. Four middle school mathematics PSTs were engaged in a _ eld experience with EBs to work on mathematical problems; during the _ eld experience, the PSTs received interventions. In one intervention session, the PSTs were asked to make sense of a word problem written in an unknown language with different visuals. After this intervention, they changed their use of visuals when modifying tasks for EBs. The results suggest that immersive experiences where PSTs can experience learning from the perspective of EBs helps PSTs implement mathematically meaningful visuals in a way that makes mathematical problems accessible to EBs.

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Hart, Janis M. "Promising Research, Programs, and Projects: The Effect of Personalized Word Problems." Teaching Children Mathematics 2, no. 8 (April 1996): 504–5. http://dx.doi.org/10.5951/tcm.2.8.0504.

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Many students have difficulty converting a word problem into the necessary mathematical form needed to solve the problem. They seem unable to create a mental representation that links the text of the word problem to appropriate mathematical expressions.

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Kilienė, Ieva. "On a classification of word problems from the first grade Lithuanian textbooks." Lietuvos matematikos rinkinys 61 (March 1, 2021): 18–24. http://dx.doi.org/10.15388/lmr.2020.22470.

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Word problems are classified to S problems and P problems by Verschaffel [9], classification is being specified and expanded. Reviewed word problems in Lithuanian first grade textbooks and divided to types. Submitted recommendations to use more varied types word problems, that would let to expand concepts understanding, develop mathematical reasoning, motivate to study word problem.

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Yan Ping Xin, Asha K. Jitendra, and Andria Deatline-Buchman. "Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems." Journal of Special Education 39, no. 3 (November 2005): 181–92. http://dx.doi.org/10.1177/00224669050390030501.

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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.

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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.

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Pongsakdi, Nonmanut, Anu Kajamies, Koen Veermans, Kalle Lertola, Marja Vauras, and Erno Lehtinen. "What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills." ZDM 52, no. 1 (December 17, 2019): 33–44. http://dx.doi.org/10.1007/s11858-019-01118-9.

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AbstractIn this study we investigated word-problem (WP) item characteristics, individual differences in text comprehension and arithmetic skills, and their relations to mathematical WP-solving. The participants were 891 fourth-grade students from elementary schools in Finland. Analyses were conducted in two phases. In the first phase, WP characteristics concerning linguistic and numerical factors and their difficulty level were investigated. In contrast to our expectations, the results did not show a clear connection between WP difficulty level and their other characteristics regarding linguistic and numerical factors. In the second phase, text comprehension and arithmetic skills were used to classify participants into four groups: skilful in text comprehension but poor in arithmetic; poor in text comprehension but skilful in arithmetic; very poor in both skills; very skilful in both skills. The results indicated that WP-solving performance on both easy and difficult items was strongly related to text comprehension and arithmetic skills. In easy items, the students who were poor in text comprehension but skilful in arithmetic performed better than those who were skilful in text comprehension but poor in arithmetic. However, there were no differences between these two groups in WP-solving performance on difficult items, showing that more challenging WPs require both skills from students.

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-, Humairah. "An AN ANALYSIS OF MATHEMATICAL REASONING ABILITY IN PROBLEM SOLVING WORD PROBLEM BASED ON GENDER AT UNIVERSITAS MUHAMMADIYAH LAMONGAN." Jurnal Tunas Pendidikan 3, no. 2 (February 13, 2021): 12–20. http://dx.doi.org/10.52060/pgsd.v3i2.444.

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This study aims to describe and analyze the mathematical reasoning and problem solving abilities of PGSD students, Universitas Muhammadiyah Lamongan, based on the gender in resolving story problems. This research is a qualitative descriptive research. The research subjects were 6 PGSD students of Universitas Muhammadiyah Lamongan who were selected based on the criteria of academic abilities; students with high reasoning, moderate reasoning, and low reasoning. The data collection techniques were observation, test, and interview. The data analysis was based on the results of test, observation, and interview obtained by students and based on table rubrics. Data analysis was carried out by the researcher using 6 subjects as representatives consisting of 3 males and 3 females with criteria previously mentioned (high, moderate, low). The results of data analysis on mathematical reasoning and problem solving abilities based on gender were female students' mathematical reasoning abilities were superior than male students' mathematical reasoning abilities. Keywords: Mathematical Reasoning, Problem Solving, Gender

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Sanz, Maria T., Emilia López-Iñesta, Daniel Garcia-Costa, and Francisco Grimaldo. "Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics." Mathematics 8, no. 9 (September 10, 2020): 1556. http://dx.doi.org/10.3390/math8091556.

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Numerous studies have addressed the relationship between performance in mathematics problem-solving and reading comprehension in students of all educational levels. This work presents a new proposal to measure the complexity of arithmetic word problems through the student reading comprehension of the problem statement and the use of learning analytics. The procedure to quantify this reading comprehension comprises two phases: (a) the division of the statement into propositions and (b) the computation of the time dedicated to read each proposition through a technological environment that records the interactions of the students while solving the problem. We validated our approach by selecting a collection of problems containing mathematical concepts related to fractions and their different meanings, such as fractional numbers over a natural number, basic mathematical operations with a natural whole or fractional whole and the fraction as an operator. The main results indicate that a student’s reading time is an excellent proxy to determine the complexity of both propositions and the complete statement. Finally, we used this time to build a logistic regression model that predicts the success of students in solving arithmetic word problems.

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Carotenuto, Gemma, Pietro Di Martino, and Marta Lemmi. "Students’ suspension of sense making in problem solving." ZDM – Mathematics Education 53, no. 4 (January 25, 2021): 817–30. http://dx.doi.org/10.1007/s11858-020-01215-0.

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AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

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Andersson, Ulf. "The contribution of working memory to children's mathematical word problem solving." Applied Cognitive Psychology 21, no. 9 (2007): 1201–16. http://dx.doi.org/10.1002/acp.1317.

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Sahendra, A., M. T. Budiarto, and Y. Fuad. "Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy." Journal of Physics: Conference Series 947 (January 2018): 012059. http://dx.doi.org/10.1088/1742-6596/947/1/012059.

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Tolar, Tammy D., Lynn Fuchs, Paul T. Cirino, Douglas Fuchs, Carol L. Hamlett, and Jack M. Fletcher. "Predicting development of mathematical word problem solving across the intermediate grades." Journal of Educational Psychology 104, no. 4 (2012): 1083–93. http://dx.doi.org/10.1037/a0029020.

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Zheng, Xinhua, H. Lee Swanson, and George A. Marcoulides. "Working memory components as predictors of children’s mathematical word problem solving." Journal of Experimental Child Psychology 110, no. 4 (December 2011): 481–98. http://dx.doi.org/10.1016/j.jecp.2011.06.001.

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Asok, Abdul Nu'man, and A. Hasanah. "Senior High School Students’ Mathematical Problem Solving Of Three-Variable Linear Equation System." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (April 17, 2021): 254. http://dx.doi.org/10.31764/jtam.v5i1.3929.

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The aim of this research is to find the difficulties of students in solving word problems in the three-variable linear equation systems subject. Before they took a mathematical problem-solving exam, the learners were given reinforcement of prerequisite knowledge of the intended subject. The problem-solving test indicators used in this study were taken from Polya's problem-solving steps consisting of (1) recognizing the question, (2) making a plan for problem-solving (developing a plan), (3) implementing the plan for problem-solving, and (4) looking back. The research method used in this study was a qualitative descriptive. The subject in this study was 15 students who were 10 th graders of senior high school. The data were obtained from a student performance who took mathematical problems solving test. The result obtained from this study can be seen from the number of students whose achievement indicators formulate a plan of 49.6%, achievement in completing plans 14.1%, and achievement in checking solutions 2.2%. However, the indicators of understanding the problem area in the good category, namely 80%. The result of this study showed that the students were only able to solve the word problems for understanding the problem (good category) and devising the plan steps (mediocre category), whereas they got difficulties in solving the word problems in carrying out the plan and looking back (low category).

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Brosh, Chelsi R., Jenny R. Root, Alicia F. Saunders, Fred Spooner, and Larry B. Fisher. "Embedding Literacy in Mathematics Problem Solving Instruction for Learners With Intellectual and Developmental Disability." Inclusion 6, no. 2 (June 1, 2018): 81–96. http://dx.doi.org/10.1352/2326-6988-6.2.81.

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AbstractAlthough solving word problems involves both literacy and mathematics skills, research to date has only targeted mathematical learning. This study sought to increase teaching efficiency by embedding literacy instruction within mathematical word problem solving instruction for three elementary students with intellectual and developmental disabilities. A multiple probe across participants design showed a functional relation between modified schema-based instruction (MSBI) and mathematical word problem solving. All participants increased knowledge of nontargeted literacy skills using instructive feedback, and two participants demonstrated a further increase following the use of constant-time delay (CTD). The results highlight several implications for practice regarding the feasibility of MSBI with instructive feedback to simultaneously address multiple academic domains or skills. Limitations and suggestions for future research are discussed.

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Özcan, Zeynep Çiğdem, and Handan Doğan. "A longitudinal study of early math skills, reading comprehension and mathematical problem solving." Pegem Eğitim ve Öğretim Dergisi 8, no. 1 (November 17, 2017): 01–18. http://dx.doi.org/10.14527/pegegog.2018.001.

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Mathematical problem solving is regarded as the one of the important cognitive activities. Children are introduced with mathematical word problems that require reading and understanding in the first grade. Students have trouble with word problems in every level of education. For this reason, it is important to find the reasons for this issue in the first year of primary school. The purpose of this study is to find the relationship between mathematical problem solving with early math skills and reading comprehension. Specifically, the aim of this study is to determine which of these variables are most powerful in predicting mathematical problem solving performance. The panel research method as a type of longitudinal study was used in this study. The sample of this study consists of 185 first grades (66'84 month) students from a public elementary school in Istanbul. The measurement instruments are Bracken Basic Concept Scale: Expressive, reading comprehension questions and mathematics problem-solving questions. The final model implies that early math skills have direct effects on reading comprehension (Î²=.34) and mathematical problem solving (Î²=.45). Reading comprehension has a direct effect on mathematical problem solving (Î²=.27). However, this effect is smaller than the effect of early math skills.

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Roy, Subhro, and Dan Roth. "Mapping to Declarative Knowledge for Word Problem Solving." Transactions of the Association for Computational Linguistics 6 (December 2018): 159–72. http://dx.doi.org/10.1162/tacl_a_00012.

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Math word problems form a natural abstraction to a range of quantitative reasoning problems, such as understanding financial news, sports results, and casualties of war. Solving such problems requires the understanding of several mathematical concepts such as dimensional analysis, subset relationships, etc. In this paper, we develop declarative rules which govern the translation of natural language description of these concepts to math expressions. We then present a framework for incorporating such declarative knowledge into word problem solving. Our method learns to map arithmetic word problem text to math expressions, by learning to select the relevant declarative knowledge for each operation of the solution expression. This provides a way to handle multiple concepts in the same problem while, at the same time, supporting interpretability of the answer expression. Our method models the mapping to declarative knowledge as a latent variable, thus removing the need for expensive annotations. Experimental evaluation suggests that our domain knowledge based solver outperforms all other systems, and that it generalizes better in the realistic case where the training data it is exposed to is biased in a different way than the test data.

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Heller, Patricia M., Thomas R. Post, Merlyn Behr, and Richard Lesh. "Qualitative and Numerical Reasoning about Fractions and Rates by Seventh- and Eighth-Grade Students." Journal for Research in Mathematics Education 21, no. 5 (November 1990): 388–402. http://dx.doi.org/10.5951/jresematheduc.21.5.0388.

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This study examined the relationship between junior high school students' directional reasoning about rates and numerical reasoning on proportion-related word problems. Also explored was the extent to which the ability to solve context-free fraction exercises is related to the ability to solve mathematically similar word problems. Four hundred twenty-one seventh-grade and 492 eighth-grade students were given a test consisting of eight directional and eight proportion-related word problems and a fraction test that included 11 items that precisely paralleled the mathematical structure of the word problems. The correlation between the directional and numerical scales was .38 for seventh grade and .45 for eighth grade. Regression analysis indicated that a high directional score is related to greater numerical success on proportion-related problems. The low correlations between the mathematically similar problems on the fraction and word-problem tests indicate that students are not capitalizing on the structural similarities inherent in the problems, even when the numerical quantities are identical.

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Spooner, Fred, Alicia Saunders, Jenny Root, and Chelsi Brosh. "Promoting Access to Common Core Mathematics for Students with Severe Disabilities Through Mathematical Problem Solving." Research and Practice for Persons with Severe Disabilities 42, no. 3 (April 24, 2017): 171–86. http://dx.doi.org/10.1177/1540796917697119.

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There is a need to teach the pivotal skill of mathematical problem solving to students with severe disabilities, moving beyond basic skills like computation to higher level thinking skills. Problem solving is emphasized as a Standard for Mathematical Practice in the Common Core State Standards across grade levels. This article describes a conceptual model for teaching mathematical problem solving to students with severe disabilities based on research from a multiyear project. The model proposed incorporates schema-based instruction combined with evidence-based practices for teaching academics to this population, and includes technology supports and self-monitoring. The purpose is to teach students to recognize underlying problem structures in word problems for better generalizability to real-world situations. This article outlines the existing evidence for teaching problem solving to students with disabilities, the conceptual model for teaching mathematical problem solving to students with severe disabilities, and the implications of the model for practitioners and future researchers.

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Fatri, Fergi Faranijza, Maison Maison, and Syaiful Syaiful. "Kemampuan Representasi Matematis Siswa Kelas VIII SMP Ditinjau dari Gaya Kognitif Visualizer dan Verbalizer." Jurnal Didaktik Matematika 6, no. 2 (October 6, 2019): 98–111. http://dx.doi.org/10.24815/jdm.v6i2.14179.

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Mathematical representation skill is students' ability to express mathematical ideas (such as problems, statements, and definitions) in various ways to solve problems through multiple representations, such as images, words, tables, and symbols mathematics. Students are struggling in representing mathematical ideas. It hampers them in determining the solution of mathematical problems. They are careless in reading the word problems, lacking problem analysis, less thorough, and struggling to connect concepts. The subjects of this study were in two students from one of the junior high school in Jambi. The instruments used for this research were VVQ, Mathematical Representation Ability Test and interviews. This study used a descriptive qualitative method. The results showed that the representation abilities of students with visualizer and verbalizer style were quite good. However, each subject had a different way of solving problems. Visualizers were more interested in questions with image information in solving the problem. Verbalizer tended to prefer information with detailed wording.

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Carcoba Falomir, Gloria A. "Diagramming and Algebraic Word Problem Solving for Secondary Students With Learning Disabilities." Intervention in School and Clinic 54, no. 4 (July 2, 2018): 212–18. http://dx.doi.org/10.1177/1053451218782422.

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Algebra is considered an important high school course because it is recognized as the gateway to higher mathematics, college opportunities, and well-paying jobs. In the United States, most secondary schools require students to be proficient in algebra to be able to graduate from high school. One major component of algebra is word problem solving, which is used in algebra courses to teach students mathematical modeling and applied problem-solving skills. However, word problem solving is often a significantly challenging area for students with learning disabilities because it involves computing mathematical equations and implementing a myriad of cognitive processes that require conceptual knowledge. Diagrams are considered an effective and powerful visualization strategy because they help students see the hidden mathematical structure of the problem. The use of diagrams is recommended as students work toward more complex math concepts in middle school and high school.

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Fuchs, Lynn S., Pamela M. Seethaler, Sarah R. Powell, Douglas Fuchs, Carol L. Hamlett, and Jack M. Fletcher. "Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties." Exceptional Children 74, no. 2 (January 2008): 155–73. http://dx.doi.org/10.1177/001440290807400202.

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This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students ( n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

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Kim, So-Yon. "Young Children‘s Mathematical Word Problem Solving Processes: An Analysis through Decision Tree." Korean Society for Child Education 27, no. 4 (November 25, 2018): 55–73. http://dx.doi.org/10.17643/kjce.2018.27.4.03.

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Mingke, Girley P., and Emybel M. Alegre. "Difficulties Encountered In Mathematical Word Problem Solving Of The Grade Six Learners." International Journal of Scientific and Research Publications (IJSRP) 9, no. 6 (June 6, 2019): p9053. http://dx.doi.org/10.29322/ijsrp.9.06.2019.p9053.

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Strohmaier, Anselm R., Matthias C. Lehner, Jana T. Beitlich, and Kristina M. Reiss. "Eye Movements During Mathematical Word Problem Solving—Global Measures and Individual Differences." Journal für Mathematik-Didaktik 40, no. 2 (July 24, 2019): 255–87. http://dx.doi.org/10.1007/s13138-019-00144-0.

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Strohmaier, Anselm R., Anja Schiepe-Tiska, Yu-Ping Chang, Fabian Müller, Fou-Lai Lin, and Kristina M. Reiss. "Comparing eye movements during mathematical word problem solving in Chinese and German." ZDM 52, no. 1 (August 8, 2019): 45–58. http://dx.doi.org/10.1007/s11858-019-01080-6.

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Yu, Xinguo, Mingshu Wang, Wenbin Gan, Bin He, and Nan Ye. "A Framework for Solving Explicit Arithmetic Word Problems and Proving Plane Geometry Theorems." International Journal of Pattern Recognition and Artificial Intelligence 33, no. 07 (June 7, 2019): 1940005. http://dx.doi.org/10.1142/s0218001419400056.

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This paper presents a framework for solving math problems stated in a natural language (NL) and applies the framework to develop algorithms for solving explicit arithmetic word problems and proving plane geometry theorems. We focus on problem understanding, that is, the transformation of a NL description of a math problem to a formal representation. We view this as a relation extraction problem, and adopt a greedy algorithm to extract the mathematical relations using a syntax-semantics model, which is a set of patterns describing how a syntactic pattern is mapped to its formal semantics. Our method yields a human readable solution that shows how the mathematical relations are extracted one at a time. We apply our framework to solve arithmetic word problems and prove plane geometry theorems. For arithmetic word problems, the extracted relations are transformed into a system of equations, and the equations are then solved to produce the solution. For plane geometry theorems, these extracted relations are input to an inference system to generate the proof. We evaluate our approach on a set of arithmetic word problems stated in Chinese, and two sets of plane geometry theorems stated in Chinese and English. Our algorithms achieve high accuracies on these datasets and they also show some desirable properties such as brevity of algorithm description and legibility of algorithm actions.

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Waxman, Hersholt C. "Investigating Sex-Related Differences in Mathematical Problem-Solving Strategies of Elementary School Students." Perceptual and Motor Skills 65, no. 3 (December 1987): 925–26. http://dx.doi.org/10.2466/pms.1987.65.3.925.

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The present study investigated whether there were significant differences between boys and girls on the problem-solving strategies they report using during mathematical word problems. The Problem-solving Strategy Survey was administered to 210 boys and 201 girls in Grades 3, 4, and 5 from several public elementary schools. Boys reported making or constructing a model when solving mathematical problems significantly more often than girls, while girls reported using objects like coins and fingers and solving an easier problem within the problem first significantly more often than boys.

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Journal articles on the topic 'Mathematical word problem'

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