Rickert, Daria.
(2007).
Development of childrens' mathematical word problems solving.
Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology.
[mentor Vlahović-Štetić, Vesna].
Abstract
The aim of this research is to test the hypotheses regarding the importance of understanding situation in mathematical word problems that follow from Reusser's Situation Problem Solver (SPS) model by exploring efficiency in children's mathematical word problems solving as a function of development, problem type and situational context of the problem. 71 elementary school students participated in the study. At the first time point, in 2004, they were second grade students, and at the second time point, a year later, they were third grade students. Two categories of word problems were used: change problems and compare problems. At both time points, every child was tested twice, one time with neutral context problems, and the other time with familiar context problems. Repeated measures analysis of variance was performed. The main effect of time point was significant, as well as the interaction of problem type and situational context. The results indicate that children's performance on word problems measured in 2005 was better than their performance measured in 2004. Analyses also show that children's performance on compare problems with neutral context was better than performance on change problems with neutral context. Such differences were not found on problems with familiar context. Finally, we can conclude that these results don't confirm Reusser's basic hypothesis that including additional sense to the problem text would facilitate mathematical word problems solving.
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