Title: Word Problem Classification: A Promising Modelling Task at the Elementary Level
Abstract: Upper primary school children often routinely apply proportional methods to missing-value problems, also when this is inappropriate. We tested whether this tendency can be broken if children would pay more attention to the initial phases of the modelling process. Seventy-five 6th graders were asked to classify nine word problems with different underlying mathematical models and to solve a parallel version of these problems. Half of the children first did the solution and then the classification task, for the others the order was opposite. The results suggest a small positive impact of a preceding classification task on students’ later solutions, while solving the word problems first proved to negatively affect later classifications.
Publication Year: 2011
Publication Date: 2011-01-01
Language: en
Type: book-chapter
Indexed In: ['crossref']
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Cited By Count: 1
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