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Norgaard, Holly Luttrell. "Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4849/.
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The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and content of the Texas Assessment of Knowledge and Skills (TAKS) math test. Content analysis of the 2004 TAKS eighth grade math test identified the prevalence of linguistic complexity, mathematical rigor, and visual presentation factors and explored their relationship to student success on individual test items. Variables to be studied were identified through a review of literature in the area of reading comprehension of math word problems. Sixteen variables of linguistic complexity that have been significantly correlated with student math test performance were selected. Four variables of visual presentation were identified and ten variables of mathematical rigor. An additional five variables of mathematical rigor emerged from preliminary study of the 2003 TAKS math test. Of the 35 individual variables, only four reached a significant level of correlation with the percent of students correctly answering a given test item. The number of digits presented in the problem statement and number of known quantities both exhibited a significant positive correlation with the dependent variable. The number of times a student had to perform a multiplication operation had a significant negative correlation with the percent of correct responses, as did the total number of operations required. Stepwise regression of these four variables revealed total number of operations and known quantities to be the best combination of predictors of correct responses. When grouped in categories by problem type and compared, items involving mathematical reasoning but no mathematical operations had a significantly higher percentage of correct responses than those requiring at least one operation. Further categorization revealed problems involving applications only (without computation) associated with the highest levels of correct responses, followed by those involving only computation. Items requiring both applications and computations had a significantly lower percent of correct responses.
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Lyons, Claire. "Conceptual understanding of subtraction word problems." Thesis, Queen's University Belfast, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241414.
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Villa, Sandra M. "Correlation between reading skills and mathematics performance an analysis of Stanford Achievement Test scores from grades 6-11 /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Maluleka, Bondo Kenneth. "Improving grade 9 learners' Mathematical processes of solving word problems." Thesis, University of Limpopo (Turfloop Campus), 2013. http://hdl.handle.net/10386/965.
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Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.
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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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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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Vassileva, Svetla. "The word and conjugacy problems in classes of solvable groups." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66827.
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This thesis is a survey of certain algorithmic problems in group theory and their computational complexities. In particular, it consists of a detailed review of the decidability and complexity of the word and conjugacy problems in several classes of solvable groups, followed by two original results. The first result states that the Conjugacy Problem in wreath products which satisfy certain elementary conditions is decidable in polynomial time. It is largely based on work by Jane Matthews, published in 1969. The second result, based on ideas of Remeslennikov and Sokolov (1970), and Myasnikov, Roman'kov, Ushakov and Vershik (2008) gives a uniform polynomial time algorithm to decide the Conjugacy Problem in free solvable groups.Cette thèse est une synthèse de certains problèmes algorithmiques dans la thèoriedes groupes et leur complexité computationnelle. Plus particulièrement, elle présenteune revue détaillée de la décidabilité et de la complexité des problèmes du mot et dela conjugaison dans plusieurs classes de groupes solubles, suivie de deux nouveauxrésultats. Le premier résultat énonce que le problème de la conjugaison dans lesproduits couronne qui satisfont certaines conditions élémentaires est décidable entemps polynomial. Elle part d'une publication de Jane Matthews (1969). Le deuxièmerésultat, basé sur des idées de Remeslennikov et Sokolov (1970) et de Myasnikov, Roman'kov,Ushakov et Vershik (2008), présente un algorithme en temps polynomial uniformepour décider le problème de conjugaison dans les groupes solubles libres.
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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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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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Neshuku, Christian N. "An exploration of problems experienced in the interpretation of word problems by grade 12 learners." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1008206.
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This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
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Li, Fu-ming Baldwin. "Using diagrams to solve word problems involving percentage in primary six students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35676802.
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Mahofa, Ernest. "Code switching in the learning of mathematics word problems in Grade 10." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1950.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the Faculty of Education
at the Cape Peninsula University of Technology
2014This study investigates the effects of code switching in the learning of mathematics word problems in Grade 10. The research used Cummins’ language acquisition theory to inform the study. The study employed ethnographic qualitative research design whereby classroom observations and semi-structured interviews were used as data collection techniques. The use of multiple data collection techniques was to ensure validity and credibility of the study. The sample consisted of sixty learners and two mathematics teachers. The sample was drawn from a population of one thousand two hundred and thirty five learners and forty nine teachers.The study has shown that even though code switching could be beneficial in the learning and teaching of mathematics, it was difficult for learners and teachers to use it in a way that enhances the learning of mathematics word problems because of the barriers in the use of mathematical language. It is recommended that teachers should exercise care when using code switching, especially with the topics that involve word problems; as such topics are more aligned to certain mathematical language that could not be translated to IsiXhosa.
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Reville, Kathleen. "How to improve children's success with arithmetical word problems through the use of a range of scaffolding strategies targeted at the language domain." n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=187.
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Auxter, Abbey Auxter. "The Problem with Word Problems: An Exploratory Study of Factors Related to Word Problem Success." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/392790.
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Math & Science EducationPh.D.
College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings.
Temple University--Theses
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Chorney, Sean. "Higher level thought processes through interactive engagement with open-ended mathematics word problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37500.pdf.
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Barbu, Otilia C. "Mathematics Word Problems Solving by English Language Learners and Web Based Tutoring System." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193243.
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The goal of the study was to investigate the impact of English text difficulty on English learners' math word problem solving. Booklets containing eight word problems and 5 point Likert-type rating scale items were given to 41 students. The students were asked to solve 8 math word problems written in English, and varying in grade level readability (vocabulary and grammatical complexity) as well as in the math operation (e.g., arithmetic, simple algebra). The researcher provided the students with hints as needed to ensure that students found the correct solution. The results showed that both English difficulty and Math level difficulty contributed to the students' poor achievements. Based on the results, some suggestions for improvements to an existing Web based math instructional software aimed at helping ELL students (called Animal Watch) have been made.
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Graf, Edith Aurora. "Designing a computer tutorial to correct a common student misconception in mathematics /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/9154.
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Mahajne, Asad, and Miriam Amit. "The Effect of Rephrasing Word Problems on the Achievements of Arab Students in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80578.
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Language is the learning device and the device which forms the student's knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday
conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.
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Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
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Milker, Joseph Alan. "Move-Count Means with Cancellation and Word Selection Problems in Rubik's Cube Solution Approaches." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1343073076.
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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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Almansouri, Meshal B. "A suggested programme for developing 4th year primary pupils' performance in mathematical word problems in Kuwait." Thesis, Brunel University, 2011. http://bura.brunel.ac.uk/handle/2438/5828.
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The main objective of this study was to investigate the effect of using a suggested mathematical word-problem training programme on Primary 4 pupils' performance in mathematical word-problems. The study had a pre-post control group design. A treatment and a no-treatment group were exposed to pre-post methods of gathering data (a mathematical word-problem achievement test and a mathematical word-problem attitude scale). The treatment group was given direct and explicit training on how to solve mathematical word-problems, while the pupils of the no-treatment group received no such training; they were taught the same material they study at school. A "t" test was used to compare the means of scores of the control group pupils and those of the experimental group in the pre-post measurements. Results of the study revealed a significant improvement in the experimental group pupils' performance in mathematical word-problems because they had attended the suggested programme. Results also revealed that experimental group subjects' attitudes towards mathematical word-problems underwent an exceptional change because they had attended the suggested programme. Their attitudes towards mathematical word-problems became more positive than before. In the light of the results of the study, some recommendations were made for improving mathematics teacher training programmes, for mathematics teaching, and for further research.
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Sepeng, Johannes Percy. "Grade 9 second-language learners in township schools : issues of language and mathematics when solving word problems." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1455.
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Second language (English) learning of mathematics is common in South African mathematics classrooms, including those in the Eastern Cape Province of South Africa where isiXhosa speakers are taught in the language that is not spoken at home by both teachers and learners. The purpose of this research was to investigate issues of language, both home (isiXhosa) and the language of learning and teaching (LoLT), i.e. English, when 9th grade second language learners engage in problem-solving and sense-making of wor(l)d problems in multilingual mathematics classrooms. In addition, the aim of the study was to explore whether the introduction of discussion and argumentation techniques in these classrooms can ameliorate these issues. The study used a pre-test – intervention – post-test mixed method design utilising both quantitative and qualitative data. The data collection strategies for the purpose of this study included interviews (learners [n=24] and teachers [n=4]), classroom observations, and tests (experimental [n=107] and comparison [69]) in four experimental and two comparison schools in townships of Port Elizabeth. This study is framed by socio-cultural perspective which proposes that collective and individual processes are directly related and that students‘ unrealistic responses to real world problems reflect the students‘ socio-cultural relationship to school mathematics and their willingness to employ the approaches emphasised in school. Analysis of the data generated from pre- and post-tests, interviews and classroom observation schedule suggest that the interventional strategy significantly improved the experimental learners‘ problem-solving skills and sense-making abilities in both English and isiXhosa (but more significantly in English). The statistical results illustrate that the experimental group performed statistical significantly (p < .0005) better in the English posttest compared to comparison group. The data also suggests that the interventional strategy in this study (discussion and argumentation techniques) positively influenced the participating learners‘ word problem-solving abilities. The experimental group appeared to show a tendency to consider reality marginally better than the comparison group after the intervention. In particular, learners seemed to make realistic considerations better in the isiXhosa translation post-test compared to the English post-test. A large practical significant (d = 0.86) difference between the experimental group and the comparison group was also noted in the isiXhosa translation compared to a moderate practical significance (d = 0.57) noted in the English tests after the intervention. As such, the results of the study suggest that the introduction of discussion and argumentation techniques in the teaching and learning of mathematics word problems had a positive effect on learners‘ ability to consider reality during word problem-solving in both languages. Analysis of learners‘ interviews suggests that, although English is the preferred LoLT, they would prefer dual-use/parallel-use of English and isiXhosa for teaching and learning mathematics. There was also evidence of the benefits of code-switching throughout most of the lessons observed, coupled with instances of peer translation, and/or re-voicing. Overall results in this study illustrate that number skills displayed and mathematical errors made by learners seem to be directly related to language use in the classroom.
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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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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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Li, Fu-ming Baldwin, and 李富明. "Using diagrams to solve word problems involving percentage in primary six students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35676802.
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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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Ladele, Omolola A. "The teaching and learning of word problems in beginning algebra : a Nigerian (Lagos State) study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/693.
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At both the junior and senior secondary school levels in Nigeria, student performance in mathematics examinations has been poor. Within the context of large classes, with inadequate facilities, and teaching and learning in a second language, algebra and algebra word problems are introduced to students during their first year of junior secondary school. The transition from primary school arithmetic to the use of the algebraic letter is challenging to students and it is important that teachers should know the likely difficulties and misconceptions students may have as they begin algebra (Welder, 2012).
In this study, the impact of a teacher professional learning program on teachers’ knowledge, beliefs and practice was examined. The impact on students’ ability to solve word problems in beginning algebra was also investigated. To do this, a multiple case study was designed and data were collected using quantitative and qualitative methods. Thirty teachers of first year junior secondary students completed a questionnaire and this provided general information about the teachers’ beliefs and algebra teaching practice. After this, 12 of the teachers actively participated and collaborated in a professional learning workshop designed as an intervention program. The program focused on enhancing the teachers’ knowledge of student misconceptions about variables, expressions and equations, and language-based teaching strategies. Four teachers and their classes, two each from public and private schools, served as case studies and provided further data about the impact of the intervention program. Before and after the intervention program, lessons were observed, students completed algebra tests and some of them were interviewed using the Newman interview protocol. The data for each case study were analysed and the key findings generated from each of them were used for a cross-case analysis.
The study revealed that these Nigerian teachers had mainly traditional beliefs about mathematics teaching and that teacher-talk dominated the classroom practice. Prior to the intervention, the teachers had limited knowledge of students’ algebra misconceptions and the students’ main difficulty was that they did not understand the questions. The professional learning increased the teachers’ knowledge of algebra, their pedagogical content knowledge and their awareness of algebra misconceptions. The teachers used more student-centred and language-based teaching strategies when working on algebra problems. There was a significant improvement in students’ problem-solving success on the post-test because more students were able to understand the word problems and displayed fewer misconceptions. The incidences of ignoring the algebraic letter, believing that the algebraic letters cannot have the same value and confusing product and sum reduced. However, the use of the letter as an object or a label and a belief that the algebraic letter had alphabetical positioning persisted.
The study demonstrated the effectiveness of the professional learning model used in this study and it should be considered for more widespread implementation with in-service teachers. There is also an implication for pre-service teacher education. Mathematics education programs should ensure that student teachers are aware of common algebra misconceptions and the language-based strategies needed to support school students’ transition from arithmetic to algebra.
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Foochai, Komalabutr McCarthy John R. Heyl Barbara Sherman. "Improving mathematics instruction and teachers' decision making a case study in Thailand /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604374.
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Thesis (Ph. D.)--Illinois State University, 1995.Title from title page screen, viewed April 24, 2006. Dissertation Committee: John R. McCarthy, Barbara S. Heyl (co-chairs), Patricia H. Klass, Cherly A. Lubinski. Includes bibliographical references (leaves 107-114) and abstract. Also available in print.
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Li, Wenyao Effie, and 李文瑤. "Genre analysis of word problems in junior secondary school mathematics textbooks for ESL learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/212564.
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Learning Mathematics in English is proved to have posed considerable challenges for many Hong Kong students who enroll in an EMI (English as the medium of instruction) curriculum. Solving Math word problems in English, still less, poses even greater challenges due to the high language demand involved for ESL students to understand the verbal text and conduct problem solving. Studies have shown that students generally perform worse in solving Math word problems than in solving problems with purely mathematical form. And this difficulty is even more pronounced for English learners.
To help Hong Kong ESL students enhance their Math problem-solving skill in English, the current study conducts a genre analysis of the Math word problems chosen from four EMI mathematics textbooks most widely used in junior secondary classrooms. The analysis is a corpus-based one consisting of a linguistic analysis of the language moves and linguistic features in verbal text and a visual analysis of the Math visual presentations as to how they work with verbal text in meaning making.
In the study, the linguistic analysis identifies 6 language moves and move patterns commonly used in the word problems, with move-specific linguistic features also examined to help students better distinguish each move. Since linguistic features vary greatly among content areas, linguistic features associated with each content area are also examined to cater to content-based difference. On the other hand, the visual analysis identifies 5 types of visual presentations in the word problems examined. By quantitatively calculating the number of each visual type, the study identifies the dominant visual type(s) in different content areas and further investigates each visual type’s visual-linguistic relationship according to the extent to which these visual take on the role of verbal text in meaning making.
With the above findings of the linguistic and visual analysis of Math word problems, the study generates important pedagogical implication for the EMI Math learning and teaching in the junior secondary context and contributes to the development of language across curriculum in Hong Kong schools. Limitations of the study are discussed at the end of dissertation, followed by a list of implications for future research.published_or_final_version
Education
Master
Master of Education
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Sedibe, G. Konotia. "A comparison of isiXhosa-speaking learners' responses to word problems given in English and isiXhosa." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53234.
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Thesis (MEd)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: According to Prins(1995), readability factors in Mathematics text do not only influence the comprehension of questions, but also have a marked influence on learner achievement levels. Extending on Prins (op cit), this study sought to investigate whether there are any differences in the quality of interpretation and choice of algo-heuristic methods when isiXhosa-speaking learners respond to mathematical word problems set in English and isiXhosa. The study was located within an ethnographic framework, with all of the 109 participants speaking isiXhosa as LI. The participants were in grades 8 (44), Grade 9 (29) and grade 10(36) and all took Mathematics as one of their school subjects. Learners were divided into four groups based on achievement levels in English in June examinations. The study was cross-sectional, with each of the four groups comprising learners who were good achievers, average achievers and under achievers in English second language. A unique methodological and data collection design was undertaken in such a way that each of the participants responded to word problems set in both English and isiXhosa. Two questions were administered to all learners (one in each of the two languages). The two questions were written in two sessions. If a learner responded in English during the first session, s/he will respond in isiXhosa during the second session and vice versa. There was a 5-minute break in between the sessions. Data was analysed both quantitatively and qualitatively. The broad focus of the analyses was on learners' quality of interpretation of the given word problems and the choice of computational methods they employed when they responded to the word problems. Three categories were investigated under each of the focus areas. Categories investigated under the quality of interpretation were: [J Totally false interpretation [J Partially correct interpretation and [J Totally correct interpretation Categories investigated under the choice of computational methods were: [J Standard methods [J Non-standard methods [J Unidentifiable methods The evidence gathered suggested that isiXhosa-speaking learners interpret word problems better when they are set in isiXhosa rather than English. Another important finding was that isiXhosa-speaking learners prefer to use standard methods when they respond to word problems set in English and also prefer to use non-standard methods when they respond to word problems set in siXhosa.
AFRIKAANSE OPSOMMING: Volgens Prins (1995) beïnvloed leesbaarheidfaktore in Wiskundetekste nie net die verstaan van vrae nie, maar het dit ook 'n merkbare invloed op leerders se prestasievlakke. Ter uitbreiding op Prins (op cit) het hierdie studie gepoog om ondersoek in te stelof daar enige verskille in die kwaliteit van interpretasie en keuse van algo-heuristiese metodes is wanneer isiXhosasprekende leerders op wiskundige woordprobleme reageer wat in Engels en isiXhosa gestel is. Die studie is binne 'n etnografiese raamwerk geplaas. Al 109 deelnemers het isiXhosa as eerste taal gepraat. Die deelnemers was in Graad 8 (44), Graad 9 (29) en Graad 10 (36) en het Wiskunde as een van hul skoolvakke geneem. Leerders is in vier groepe verdeel, en die indeling is op prestasievlakke in Engels in die Junieeksamen gebaseer. In hierdie deursneestudie het elk van die vier groepe uit leerders bestaan wat goeie presteerders, gemiddelde presteerders en onderpresteerders in Engels tweede taal was. 'n Unieke metodologiese en data-insamelingsontwerp is op so 'n wyse toegepas dat elkeen van die deelnemers op woordprobleme gereageer het wat in beide Engels en isiXhosa gestel is. Twee vrae is aan elke leerder gestel, een in elk van die twee tale. Die twee vrae is in twee sessies beantwoord. As 'n leerder tydens die eerste sessie in Engels reageer het, sou sy/hy tydens die tweede sessie in isiXhosa beantwoord, en omgekeerd. Daar was 'n pouse van vyf minute tussen die sessies. Data is beide kwantitatief en kwalitatief ontleed. Die breë fokus van die analises was op die kwaliteit van die leerders se interpretasie van die woordprobleme en die keuse van bewerkingsmetodes wat hulle aangewend het wanneer hulle op die woordprobleme reageer het. Drie kategorieë is in elk van die fokusareas ondersoek. Die kategorieë wat onder die kwaliteit van interpretasie ondersoek is, was: Cl 'n Algeheel verkeerde interpretasie Cl 'n Gedeeltelik korrekte interpretasie en Cl 'n Algeheel korrekte interpretasie Kategorieë wat onder die keuse van bewerkingsmetodes ondersoek is, was: u Standaardmetodes u Nie-standaardmetodes en o Onidentifiseerbare metodes Die gegewens wat ingewin is, het daarop gedui dat isiXhosasprekende leerders woordprobleme beter interpreteer wanneer die probleme in isiXhosa eerder as in Engels gestel is. 'n Ander belangrike bevinding was dat isiXhosasprekende leerders verkies om standaardmetodes aan te wend wanneer hulle op woordprobleme wat in Engels gestel is, reageer, en dat hulle ook verkies om nie-standaardmetodes te gebruik wanneer hulle op woordprobleme reageer wat in isiXhosa gestel is.
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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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Bailey, Jodie Angela. "Strategies Used by Grade 4 Students to Solve Three-Digit Addition and Subtraction Problems of Varying Format." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366149600.
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Simasiku, Bosman Muyubano. "Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001703.
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This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
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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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Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.
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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.
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Nordström, Therese. "Strategier vid läsning och lösning av textuppgifter i matematik : en studie om strategier elever som läser svenska som andraspråk använder för att lösa textuppgifter i matematik." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-62346.
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Språket har en stor betydelse för förståelsen av delar av matematiken. Det finns flera faktorer i matematiken som kan vara utmanande för elever som läser svenska som andraspråk. En av dem är att gå från ett vardagsspråk till ett matematikspråk då ord som rymmer, volym och udda är ord som har olika betydelse beroende på kontext. De elever som inte behärskar matematikspråket fullt ut får det svårare att lösa textuppgifter i matematiken. Syftet har därför varit att, genom observationer och intervjuer, ta reda på vilka strategier elever som läser svenska som andraspråk använder när de löser textuppgifter i matematik. Syftet var även att ta reda på vad som kan ligga bakom de val eleverna gör utifrån de dolda regler som kan finnas i klassrummet och det didaktiska kontraktet. Åtta strategier framkom där fyra strategier kunde kopplas till de dolda reglerna eller det didaktiska kontraktet. Två strategier kunde förklaras med övriga orsaker. Slutsats som kan dras är att eleverna använder sig av flera strategier och att det kan vara av värde att medvetandegöra hur regler och det didaktiska kontraktet kan påverka elevernas strategival.Language has a big impact on how we understand some parts in the subject of mathematics. Thera are several factors in mathematics that can be challenging for second language students. One of these factors is to go from everyday language to a mathematic language because there are words that have different meaning depending on the context they are in. It is more challenging for students, who do not fully understand the mathematic language, to solve word problems in mathematics. The purpose of this study was therefore, through observations and interviews, to find out what strategies second language students use to solve word problems in mathematics. It was also to find out what lies behind their choices. This connected to the hidden rules that can exist in a classroom and the didactical contract. Eight strategies where found and four of them could be connected to the hidden rules or the didactical contract. Two strategies where explained with other reasons. Conclusions are that students use several strategies to solve word problems and that there in value in realizing how the hidden rules and the didactical contact can have an impact on student choices.
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BaldwinDouglas, Crystal Yvette. "Teachers' Perceptions About Instructing Underachieving K-5 Students on Mathematical Word Problem-Solving." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6395.
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The state of Maryland has implemented the Common Core State Standards for Mathematics (CCSSM) operations & algebraic thinking and number & operations-fractions with emphasis on students in Grades K-5 acquiring the ability to solve word problems for state and curriculum math assessments. However, since the implementation of CCSSM, 30% of elementary students in a Maryland school district have demonstrated underachievement (basic or below basic level) on problem-solving sections of the state and school standardized tests. This qualitative case study, guided by Polya's model of the four phases of mathematical problem-solving, was conducted to address this problem. The research questions addressed teachers' perceptions of how they teach underachieving students' word problem-solving skills, how prepared they feel, the challenges they experience when teaching word problem-solving skills, and the resources for instructing underachieving students on mathematical word problem-solving. Semi-structured interviews were conducted with 8 certified elementary classroom teachers. Data from the teacher interviews were analyzed using pattern coding and thematic analysis. The findings indicated that teachers are not fully prepared to teach the CCSSM, teachers need assistance in creating standards-based detailed lesson plans, and teachers need help with the development of pedagogical strategies that enhance students' math vocabulary. Findings may lead to positive social change by informing the design of professional development and increasing the number of students who achieve proficiency in mathematical word problem-solving.
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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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Friske, Monica L. "Influence of using context supportive of the area model on sixth grade students' performance when writing word problems for fraction subtraction and multiplication." Master's thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4764.
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The purpose of this action research study was to evaluate my own practice of teaching writing word problems with fraction subtraction and fraction multiplication using appropriate context. I wanted to see how focusing my instruction on the use of the area model and manipulatives could develop students' understanding of fractions when writing word problems. I chose this topic because Florida has adopted the Common Core State Standards and will be implementing them in the coming years. These standards encourage the development of deeper understanding of mathematics, including fractions. I hoped this research would give my students the opportunity to make sense of fraction subtraction and fraction multiplication word problems on a deeper level, while giving me insight into my own practice in teaching context within word problems. Through this study, I learned that my students continued to switch the context of subtraction with multiplication within word problems. Students did make clear gains in their writing of fraction subtraction and fraction multiplication word problems. Although there is a limited amount of research on students mixing their context within fraction word problems, this study offers additional insight into a teacher's practice with writing fraction word problems.ID: 030646233; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. iii followed by 2] unnumbered pages which are followed by p. ii-v.; Thesis (M.Ed.)--University of Central Florida, 2011.; Includes bibliographical references (p. 83-85).
M.Ed.
Masters
Teaching, Learning and Leadership
Education
K-8 Math and Science
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Rose, Kristen. "The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.
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Lian, Duan. "Bayesian methods for inverse problems." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:b4000e98-7d56-4274-8210-a22b04be436c.
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This thesis describes two novel Bayesian methods: the Iterative Ensemble Square Filter (IEnSRF) and the Warp Ensemble Square Root Filter (WEnSRF) for solving the barcode detection problem, the deconvolution problem in well testing and the history matching problem of facies patterns. For the barcode detection problem, at the expanse of overestimating the posterior uncertainty, the IEnSRF efficiently achieves successful detections with very challenging real barcode images which the other considered methods and commercial software fail to detect. It also performs reliable detection on low-resolution images under poor ambient light conditions. For the deconvolution problem in well testing, the IEnSRF is capable of quantifying estimation uncertainty, incorporating the cumulative production data and estimating the initial pressure, which were thought to be unachievable in the existing well testing literature. The estimation results for the considered real benchmark data using the IEnSRF significantly outperform the existing methods in the commercial software. The WEnSRF is utilised for solving the history matching problem of facies patterns. Through the warping transformation, the WEnSRF performs adjustment on the reservoir features directly and is thus superior in estimating the large-scale complicated facies patterns. It is able to provide accurate estimates of the reservoir properties robustly and efficiently with reasonably reliable prior reservoir structural information.
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Zheng, Xinhua. "Working memory components as predictors of children's mathematical word problem solving processes." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?did=1871874331&sid=1&Fmt=7&clientId=48051&RQT=309&VName=PQD.
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Thesis (Ph. D.)--University of California, Riverside, 2009.Includes abstract. Includes bibliographical references (leaves 83-98). Issued in print and online. Available via ProQuest Digital Dissertations.
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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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Hartman, Paula Ann 1953. "Comparing students with mathematics learning disabilities and students with low mathematics achievement in solving mathematics word problems." Thesis, 2007. http://hdl.handle.net/2152/3532.
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This study identified factors related to solving mathematical word problems and then examined the differences in characteristics between students with low achievement in mathematics who were likely to have a learning disability and students with low achievement in mathematics who were unlikely to have a learning disability. Factoral analysis identified two significant factors: abstract thinking and long term retrieval from memory. Results indicated qualitative differences between sixth grade students with achievement in mathematics at or below the 25th percentile with indications of learning disabilities (MLD) and students with achievement in mathematics at or below the 25th percentile without an indication of a learning disability (Low Math/NLD). The Learning Disabilities Diagnostic Inventory, which measures intrinsic processing disorders indicative of learning disabilities, was used to differentiate between students with MLD (n = 13) and students with Low Math/NLD (n = 16). The Woodcock-Johnson III Tests of Achievement, Clinical Evaluation of Language Fundamentals-Fourth Edition, and the Informal Mathematics Assessment (IFA) were used to compare the two groups. In contrast to students with MLD, students with Low Math/NLD had a higher mathematical performance and had more difficulties with math fluency. When solving mathematics word problems on the IFA, a test composed of word problems, student interview, and error analysis, students with Low Math/NLD had more correct answers, more computational errors, and fewer translation errors than students with MLD did. Students with MLD had conceptual difficulties in the areas of analyzing, reasoning, and abstract thinking.
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Sithole, Maureen Phathisiwe. "An investigation of how language affects the teaching and learning of mathematics for English second learners in five FET schools within Mtubatuba district, in Northern KwaZulu-Natal: a particular focus on word problems." Thesis, 2013. http://hdl.handle.net/10413/9408.
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The purpose of this study was to investigate how language affected the teaching and learning of mathematics for English second language (ESL) learners in five Further Education and Training (FET) schools in Northern KwaZulu-Natal, with a particular focus on word problems (WPs).
In 2010, fifteen learners (nine boys and six girls) doing mathematics grade 11 from five different FET schools from Mtubatuba District in Northern Kwazulu-Natal participated in the study. Five teachers teaching the same learners from these five schools were also the participants in this study. The researcher’s teaching experience of eleven years as an FET mathematics teacher had taught her that many English second language learners were not able to correctly translate word problems into mathematical equation. This was what motivated the researcher to conduct a study on the impact of English to the teaching and learning of mathematics, especially Word Problems.
The study was mostly framed around theory of Social Constructivism. The research instruments used in the study were: learner worksheets, learner interviews (individual and group interviews), teacher questionnaires and lesson observations.
Some common challenges in the teaching of WPs were drawn from the analysis of the teachers’ responses:
Many learners are unable to translate English statements into mathematical equations.
The manner in which WPs are phrased generally pose some problems for many learners.
There is lack of mathematics vocabulary such as ‘consecutive’, ‘twice as much as’, ‘doubled and then added to’, ‘squared’.
From the learners’ responses, the following could be deduced as challenges in learning WPs:
There is very little exposure of learners to word problems.
Failure to write English statements mathematically.
Less exposure to English due to teachers accepting the use of isiZulu more than English during teaching and learning.
Too much wording in the WPs which ends up confusing.
Little exposure to mathematical terms such as ‘consecutive’, ‘integers’.
Both teachers and learners gave some strategies that they thought could help in the teaching of WPs, namely:
Giving more time for learners to construct mathematical statements on their own.
Engaging in one-on-one teaching with some struggling learners.
Code-switching from English to isiZulu when necessary.
Letting learners work through the worked examples first for proper understanding.
Rephrasing the problem and breaking it into sections.
Use of diagrams and illustrations.
Giving learners more activities on WPs.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2013.
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Salihu, Folashade Okundaye. "An investigation grade 11 learners errors when solving algebraic word problems in Gauteng, South Africa." Diss., 2017. http://hdl.handle.net/10500/24867.
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South African learners struggle to achieve in both international and national Mathematics assessments. This has inevitably become a serious concern to many South Africans and people in the education arena. An algebraic word problem holds high preference among the topics and determines success in Mathematics, yet it remains a challenge to learners. Previous studies show there is a connection between learners’ low performance in Mathematics and errors they commit. In addition, others relate this low performance to English language inproficiency. This has encouraged the researcher to investigate the errors Grade 11 learners make when they solve algebraic word problems. The researcher used a sequential explanatory mixed approach to investigate Grade 11 learners from Gauteng, South Africa when they solve algebraic word problems. Accordingly, a convenient sampling helped to select three schools, and purposive sampling to choose the learners. In this study, the researcher employed a quantitative analysis by conducting a test named MSWPT with 150 learners. In addition, the researcher used qualitative analyses by conducting the Newman (1977) interview format with 8 learners to find out areas where errors are made and what kind of errors they are. Findings discovered that 90 learners demonstrated unfitness due to poor linguistic proficiency, while the remaining 60 learners fall into three main categories, namely those who benefitted from researcher unpacking of meaning; those who lack transition skills from arithmetic to algebra; and those who lack comprehension and calculation knowledge. Conclusively, the researcher found linguistic, comprehension, semantic and calculation errors. The reasons learners make these errors are due to (i) a lack of sufficient proficiency in English and algebraic terminology (ii) the gap between arithmetic and algebra.Institute for Science and Technology Education (ISTE)
M. Sc. (Mathematic Science Education)
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LIU, YU-LING, and 劉玉玲. "Vocabulary Analysis of Word Problems in Elementary Mathematics Textbook." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/99965951246662560758.
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碩士國立屏東教育大學
數理教育研究所
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The purpose of the study is to analyze the differences in vocabulary of Word Problems in Elementary Kang-Hsuan Mathematics Textbook. Content analysis was used to analyze the difference between the number and percentages of vocabulary in word problems. The findings indicated there were a total of 3194 word problems in Mathematics textbooks for grade 1through grade 6. This contained of 20586 vocabulary. This was further broken down into 8912 verbs and 11674 nouns. Verbs were sub- classified into three categories: Action Verbs, State Verbs and Process Verbs. The number of Action Verbs, a high of 5941, accounted for 66.7 percent. State Verbs, 2897, accounted for 32.5 percent. Process verbs, only 74, accounted for 0.8 percent. The number of verbs used from grades 1 to 6 showed a inverted V trend. The textbooks for grade 4 had a higher percentage of most categories of verbs than the other grades. Nouns were divided into two categories: Common Nouns(CN) and Specific Mathematical Nouns(SMN). Common Nouns, a high of 7728, accounted for 66.2 percent. Specific Mathematical Nouns, 3946, accounted for 33.8 percent. The number of nouns used from grades 1 through 6 showed three trends. The number of nouns, Affair and Object in CN, and Mathematical Concept Nouns in SMN showed an increasing trend from grades 1 through 6. The number of Time and Place in CN, Mathematical Instrument Nouns and Mathematical Unit Nouns in SMN from grade 1 to grade 6 showed a inverted V trend. The number of People in CN from grade 1 to grade 6 showed a horizontal trend. There was little difference among grades.
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Mitchell, Laura L. "Children's use of key word strategies in arithmetic word problem solving." 1998. https://scholarworks.umass.edu/theses/2330.
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Sitsula, Tshisikhawe. "Challenges of Grade 6 learners' experience when solving mathematical word problems." Diss., 2012. http://hdl.handle.net/11602/56.
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