Does representation matter? Teacher-provided tables and drawings as cognitive tools for solving non-routine word problems in primary school
Journal Title: European Journal of Science and Mathematics Education - Year 2018, Vol 0, Issue 0
Abstract
According to the German educational standards, students should be familiar with problem-solving as a general mathematical competency by the end of grade 4. Non-routine word problems are suitable tasks for mathematical problem-solving in elementary mathematics classes. They are characterized by the fact that the problem-solver cannot simply use well-trained algorithmic calculating procedures (Rasch, 2001). As a result, many students struggle with word problems in mathematics, especially with non-routine word problems (Hohn, 2012). Representation plays a central role in the process of problem-solving. It involves representing a problem situation adequately, constructing a mental model and comparing it in a dynamic and iterative process with the information externalized in the representation (Schnotz et al, 2011). This study aims to shed light on teacher-provided representations as cognitive tools for students when working on non-routine word problems. In an experimental study, we examined a sample of 67 primary school students who worked on six non-routine word problems with provided representations. The tasks were accompanied by a table or a drawing. Furthermore, the tables and drawings differed with regard to the amount of information provided. Statistical data analysis generated, among other findings, two results: Overall solution rates were low (10 to 24%). Tables and drawings facilitated the solution process differently depending on the type of word problem. Consequences for subsequent future research are discussed.
Authors and Affiliations
Timo Reuter *| Graduate School “Teaching and Learning Processes”, University of Koblenz-Landau, Landau, Germany, For correspondence: reutertimo@uni-landau.de, Wolfgang Schnotz| Department of General and Educational Psychology, University of Koblenz-Landau, Landau, Germany, Renate Rasch| Institute for Mathematics, University of Koblenz-Landau, Landau, Germany
Keywords
Related Articles
- EP ID EP8155
- DOI -
- Views 342
- Downloads 25
YASS: A system simulator for operating system and computer architecture teaching and learning
A highly interactive, integrated and multi?level simulator has been developed specifically to support both the teachers and the learners of modern computer technologies at undergraduate level. The simulator provides a hi...
Old habits die hard: An uphill struggle against rules without reason in mathematics teacher education
Mathematics teacher educators in the University of Limerick became aware of a lack of conceptual understanding of key mathematics concepts of prospective secondary mathematics teachers through observation on teaching pla...
Enhancing laos students’ understanding of nature of science in physics learning about atom for peace
This paper aimed to study of Grade 12 students’ understanding of nature of science in learning about atom for peace through science technology and society (STS) approach. Participants were 51 Grade 12 who study in Thongp...
Examining teaching based on errors in mathematics amongst pupils with learning disabilities
Teaching mathematics while learning from students? mistakes, errors and misconceptions, is most important for meaningful learning. This study was based on intervention programs prepared by preservice teachers. It aimed t...
Identification of, and academic provision for high-ability science students: What does the literature say?
Over the last two decades, education inAustralia and New Zealand has focussed on improving student underachievement in schools. There is concern that this focus is having a negative impact on meeting the needs of high-ab...