In this study we investigated the effect of the request to reword the text of problematic word problems on the occurrence of realistic answers. We proposed the activity of rewording word problems to fifth grade pupils either working individually or in dyads. We found that the rewording the problems while working individually had no effect, while rewording in dyads produced a strong increase of pupils’ realistic answers. Moreover we analysed the pupils’ reworded texts in order to characterize the kind of information added by pupils
MAKING SENSE OF WORD PROBLEMS: THE EFFECT OF REWORDING AND DYADIC INTERACTION / Mellone, Maria; Lieven, Verschaffel; Wim Van, Dooren. - In: PROCEEDINGS OF THE PME CONFERENCE. - ISSN 0771-100X. - 4:(2014), pp. 201-208. (Intervento presentato al convegno he 38th Conference of the International Group for the Psychology of Mathematics Education tenutosi a Vancouver nel 15-20 Luglio, 2014).
MAKING SENSE OF WORD PROBLEMS: THE EFFECT OF REWORDING AND DYADIC INTERACTION
MELLONE, MARIA;
2014
Abstract
In this study we investigated the effect of the request to reword the text of problematic word problems on the occurrence of realistic answers. We proposed the activity of rewording word problems to fifth grade pupils either working individually or in dyads. We found that the rewording the problems while working individually had no effect, while rewording in dyads produced a strong increase of pupils’ realistic answers. Moreover we analysed the pupils’ reworded texts in order to characterize the kind of information added by pupilsI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
