Academic Journal
The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students
| العنوان: | The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students |
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| اللغة: | English |
| المؤلفون: | Csikos, Csaba, Szitanyi, Judit, Kelemen, Rita |
| المصدر: | Educational Studies in Mathematics. Sep 2012 81(1):47-65. |
| الاتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| تاريخ النشر: | 2012 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 3 |
| Descriptors: | Experimental Groups, Problem Solving, Effect Size, Word Problems (Mathematics), Grade 3, Elementary School Mathematics, Task Analysis, Mathematics Instruction, Freehand Drawing, Learning Strategies, Foreign Countries, Teaching Methods |
| مصطلحات جغرافية: | Hungary |
| DOI: | 10.1007/s10649-011-9360-z |
| تدمد: | 0013-1954 |
| مستخلص: | The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students' knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment involved five experimental and six control classes ("N" = 106 and 138, respectively) of third-grade students. The experiment comprised 20 lessons with 73 word problems, providing a systematic overview of the basic word problem types. Teachers of the experimental classes received a booklet containing lesson plans and overhead transparencies with different types of visual representations attached to the word problems. Students themselves were invited to make drawings for each task, and group work and teacher-led discussion shaped their beliefs about the role of visual representations in word problem solving. The effect sizes of the experiment were calculated from the results of two tests: an arithmetic skill and a word problem test, and the unbiased estimates for Cohen's "d" proved to be 0.20 and 0.62. There were significant changes also in experimental group students' beliefs about mathematics. The experiment pointed to the possibility, feasibility, and importance of learning about visual representations in mathematical word problem solving as early as in grade 3 (around age 9-10). |
| Abstractor: | As Provided |
| Number of References: | 54 |
| Entry Date: | 2012 |
| رقم الانضمام: | EJ975153 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0013-1954 |
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| DOI: | 10.1007/s10649-011-9360-z |