Making Word Problems Meaningful

2021 ◽  
Vol 114 (8) ◽  
pp. 580-590
Author(s):  
Melissa A. Gallagher ◽  
Laura Ellis ◽  
Travis Weiland
Keyword(s):  
Word Problems ◽  
Mathematical Word Problems ◽  
K 12

Teachers can employ four strategies that students in K–12 already know and use in literacy to better comprehend mathematical word problems.

scholarly journals ERROR ANALYSIS OF PRIMARY SIX PUPILS IN WORD PROBLEMS INVOLVING FRACTIONS

2018 ◽  
Vol 18 (1) ◽  
pp. 9
Author(s):  
Aliyu Alhaji Zakariyya ◽  
Adamu Barwa Beji ◽  
Unogwu Itodo
Keyword(s):  
Error Analysis ◽  
Diagnostic Test ◽  
Word Problems ◽  
Structured Interview ◽  
Transformation Process ◽  
Chi Square ◽  
Public And Private ◽  
Qualitative Research Design ◽  
Mathematical Word Problems ◽  
Primary School Pupils

The purpose of this study was to analyze the errors made by primary school pupils in solving mathematical word problems in fraction using Newman’s Error Analysis procedure. The study used a qualitative research design and collected data using a diagnostic test and interview. The population of the study was primary six pupils in both public and private schools in Minna metropolis of Niger State, Nigeria. The samples were 105 primary six (6) pupils, 61 males and 44 females. The instruments used in the study are (a) a set of paper and pencil test consisting of 12 theory questions on fractions and (b) structured interview based on Newman’s theorem. The diagnostic test was administered to the pupils. Structured interview adopted from Rohmah and Sutiarso was also used to identify at which level students’ errors occur. The type of error was based on Newman Error Hierarchy Model that includes reading, comprehension, transformation, process skill, and encoding error. The data were analysed using inferential statistics of Chi-square (

scholarly journals Associative and Strategic Study Approaches: Their Significant Relationships to Solving Meta Cognitive Problems of Mathematics Majors

2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Marvin S. Daguplo
Keyword(s):  
Word Problems ◽  
Strong Relationship ◽  
Male And Female ◽  
Mathematics Majors ◽  
Classroom Activities ◽  
Significant Relationships ◽  
Significant Difference ◽  
Mathematical Word Problems ◽  
Strategic Study ◽  
Cognitive Problems

University students still found difficulties in working successfully mathematical word problems. Some researchers attributed this to students’ weak cognitive and abstract thinking. To address such problem, this study aimed to understand student’s cognitive approaches in processing mathematics information to determine students’ level of cognition and come up with classroom activities that enhance the desired approaches in processing mathematical information which influences learning. A total of thirty-seven students of SLSU – Tomas Oppus were the respondents of this descriptive-correlational study. A standardized Mathematics Information Processing Scale (Cronbach’s alpha coefficient=.89) was utilized to gather the data for this study. Statistical analysis revealed that there is no significant difference in the performance of male and female mathematics majors in solving word problems who performed at below average level. The same finding is found between male and female mathematics majors in their approaches in processing mathematics information when solving metacognitive problems, when doing deep-associative study, and when doing strategic study. Correlational analysis revealed that a strong relationship exists between solving metacognitive problems and doing associative and strategic study approaches. This study concludes that students who apply associative and strategic study methods perform well in solving meta-cognitive problems.Keywords: Mathematics, Processing Mathematics Information, Action Research, Philippines

Using Video Modeling to Teach Geometry Word Problems: A Strategy for Students With Learning Disabilities

2019 ◽  
Vol 41 (5) ◽  
pp. 309-320
Author(s):  
Rajiv Satsangi ◽  
Rachel Hammer ◽  
Emily C. Bouck
Keyword(s):  
Learning Disability ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Video Modeling ◽  
Word Problems ◽  
Procedural Knowledge ◽  
Severe Disabilities ◽  
Single Subject ◽  
Baseline Design ◽  
K 12

As K-12 mathematics standards shift toward emphasizing both conceptual and procedural knowledge in secondary courses such as algebra and geometry, the struggles for students with disabilities become more pronounced. To address these challenges, research has commonly explored the use of technology to aid in the teaching of students with disabilities. One such technology with a growing research base for instruction in the field of special education is the use of video modeling. Despite documented success for students with moderate to severe disabilities, the application of video modeling for instruction with students with a learning disability is largely unknown. This study sought to explore the benefits of video modeling to teach geometry word problems to three secondary students with a learning disability in mathematics. Across a single subject multiple baseline design, all three students demonstrated improved problem-solving performance across all dependent variables measured. The results and their implications for the field of mathematics are discussed.

The role of L1 and L2 reading comprehension in solving mathematical word problems

2005 ◽  
Vol 28 (1) ◽  
pp. 52-66 ◽  
Author(s):  
Emine Erktin ◽  
Ayse Akyel
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Private School ◽  
Word Problems ◽  
First Language ◽  
L2 Reading ◽  
Mathematical Word Problems ◽  
And Performance ◽  
And Mathematics ◽  
L1 And L2

Abstract Mathematics educators are concerned about students’ lack of ability to translate mathematical word problems into computable forms. Researchers argue that linguistic problems lie at the root of students’ difficulties with mathematical word problems. The issue becomes more complicated for bilingual students. It is argued that if students study mathematics in a second language they cannot be as successful as when they study in their first language. This study investigates the relationship between reading comprehension and performance on mathematics word problems in L1 and L2 for students learning English as a second language in a delayed partial immersion program. Data were collected from 250 Turkish students from Grade 8 of a private school in Istanbul through reading comprehension tests in L1 and L2 and an algebra word problems test prepared in L1 and L2. The results indicate a positive relationship between reading comprehension and mathematics performance. They also show that the students who participated in this study were not disadvantaged when they studied mathematics in English.

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