scholarly journals Linking teachers’ solution strategies to their performance on fraction word problems

2021 ◽  
Vol 101 ◽  
pp. 103314
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problems ◽  
Solution Strategies

Children's Solution Strategies for Equivalent Set Multiplication and Division Word Problems

1989 ◽  
Vol 20 (2) ◽  
pp. 147-158 ◽  
Author(s):  
Vicky L. Kouba
Keyword(s):  
Word Problems ◽  
Semantic Structure ◽  
Double Counting ◽  
Solution Strategies ◽  
Physical Objects ◽  
Intuitive Model

One hundred twenty-eight children in Grades 1, 2, and 3 were given two multiplication and four division word problems that differed in semantic structure. The children's solution strategies were classified by degree of abstraction into direct representation, double counting, transitional counting, additive or subtractive, or recalled number fact. Strategies were also classified by use of physical objects: use as representations of individual elements, use as tallies or repeated references, or no use. Analyses of the solution strategies indicated the existence of a two-step intuitive model for multiplication, two common intuitive models for partitive division and measurement division each of which was related to an intuitive model for subtraction, and a third model for partitive division.

Links to Literature: Legs and More Legs

2009 ◽  
Vol 16 (2) ◽  
pp. 80-89
Author(s):  
David J. Whitin ◽  
Phyllis Whitin
Keyword(s):  
Word Problems ◽  
Third Graders ◽  
Solution Strategies ◽  
Children's Book ◽  
Multiage Classroom

One way to learn to understand word problems is to write your own. In one multiage classroom, we involved second and third graders and their teacher in composing problems for their peers to solve (Whitin and Whitin 2008). They posed problem variations by changing the known and unknown problem elements. This article describes how we used a children's book to initiate the experience. We then give examples of the student-created problems and analyze their various solution strategies.

The Effect of Semantic Structure on First Graders' Strategies for Solving Addition and Subtraction Word Problems

1987 ◽  
Vol 18 (5) ◽  
pp. 363-381 ◽  
Author(s):  
Erik De Corte ◽  
Lieven Verschaffel
Keyword(s):  
Word Problems ◽  
First Graders ◽  
Semantic Structure ◽  
Problem Structure ◽  
Related Research ◽  
Solution Strategies ◽  
Simple Addition ◽  
School Year ◽  
Longitudinal Investigation ◽  
Addition And Subtraction

In a longitudinal investigation, data were collected on the problem representations and solution strategies of 30 first graders who were given a series of simple addition and subtraction word problems (Verschaffel, 1984). The children were interviewed three times during the school year, and data obtained on their solution strategies and on the influence of problem structure on the strategies. The results complement those of recent related research, especially the work of Carpenter and Moser (1982, 1984). More precisely, the influence of problem structure on children's solution strategies appears even more extensive and decisive than that described by previous researchers.

The Developmental Nature of Ability to Solve One-Step Word Problems

1998 ◽  
Vol 29 (4) ◽  
pp. 436-442
Author(s):  
Constantinos Christou ◽  
George Philippou
Keyword(s):  
Word Problems ◽  
Developmental Pattern ◽  
Problem Situation ◽  
Solution Strategies ◽  
One Step ◽  
Written Test

Recently many researchers have focused on analyzing the structure of one-step word problems and the solution strategies employed by pupils. We have investigated the effect of mental schemes corresponding to additive and multiplicative situations in the process of interpreting and solving problems. The relative difficulties of problems classified according to their situations is considered through a written test administered to pupils in Grades 2, 3, and 4. The results seem to support the assumption that there is a developmental pattern in pupils' thinking, depending on the problem situation.

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

Strategies to overcome barriers and to effectively achieve sustainable urban stormwater management: A review

2020 ◽  
Author(s):  
Anaí Floriano Vasconcelos ◽  
Ademir Paceli Barbassa
Keyword(s):  
Literature Review ◽  
Stormwater Management ◽  
Urban Sustainability ◽  
The Other ◽  
Urban Stormwater ◽  
Urban Stormwater Management ◽  
Solution Strategies ◽  
Other Hand ◽  
Common Barriers

Sustainable urban stormwater management (SUSM) is essential to urban sustainability. However, barriers to adopting it are observed even in places where SUSM is more widespread. Recent studies have evaluated strategies for overcoming some types of barriers. However, any study has systematically analyzed the strategies available for overcoming the most common barriers, contributing to widely adopting SUSM. Thus, this article aimed to provide a literature review on these strategies. Sixty-six documents were evaluated, resulting in eight solution strategies, detailed by 81 implementation measures, which were critically analyzed. The interrelationships among the solution strategies and their applicability to overcome the SUSM-related barriers were evaluated. This analysis showed that the solution strategies are interdependent, so it would be inefficient to adopt the strategies in isolation. On the other hand, adopting a strategy can help overcome several barriers, also enhancing other strategies, and consequently contributing to the global scenario of effective SUSM adoption. The availability of this systematized information helps break through common barriers and optimizing efforts to adopt SUSM where it is incipient.

Schema-Based Instruction Implemented Under Routine Conditions

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Mathematical Problem ◽  
Functional Relation ◽  
Probe Design ◽  
Resource Room ◽  
Group Settings ◽  
Intervention Protocol ◽  
Prior Literature ◽  
Based Instruction

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.

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