The role of concept images in solving geometric word problems

2020 ◽  
pp. 1321-1336
Author(s):  
Elif KARATAĞ ŞAHİN ◽  
Hilal GÜLKILIK ◽  
Hasan Hüseyin UĞURLU
Keyword(s):  
Word Problems ◽  
Concept Images

The role of understanding in solving word problems

1988 ◽  
Vol 20 (4) ◽  
pp. 405-438 ◽  
Author(s):  
Denise Dellarosa Cummins ◽  
Walter Kintsch ◽  
Kurt Reusser ◽  
Rhonda Weimer
Keyword(s):  
Word Problems

Role of Schemas in One-Step Word Problems

1999 ◽  
Vol 5 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Constantinos Christou ◽  
George Philippou
Keyword(s):  
Word Problems ◽  
One Step

scholarly journals To add or to multiply? An investigation of the role of preference in children's solutions of word problems

2019 ◽  
Vol 61 ◽  
pp. 60-71 ◽  
Author(s):  
Tine Degrande ◽  
Lieven Verschaffel ◽  
Wim Van Dooren
Keyword(s):  
Word Problems

scholarly journals The Role of Implicit Models in Solving Verbal Problems in Multiplication and Division

1985 ◽  
Vol 16 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Efraim Fischbein ◽  
Maria Deri ◽  
Maria Sainat Nello ◽  
Maria Sciolis Marino
Keyword(s):  
Word Problems ◽  
Grade Level ◽  
Numerical Data ◽  
Ninth Grade ◽  
Behavioral Models ◽  
Grade Levels ◽  
Decimal Number ◽  
The Impact ◽  
Division Model

Arithmetical operations were assumed to remain attached to primitive behavioral models that influence tacitly the choice of an operation even after the learner has had solid formal-algorithmic training. The model for multiplication was conjectured to be repeated addition, and two primitive models (partitive and quotative) were seen as linked to division. A total of 623 pupils enrolled in 13 Italian schools (Grades 5, 7, and 9) were asked to choose the operation needed to solve 26 multiplication and division word problems. Violations by the numerical data of the constraints imposed by the assumed tacit models (for instance, when the operator was a decimal number) constituted particular sources of difficulty at all three grade levels. The findings seemed to confirm the impact of the repeated addition model on multiplication and of the partitive model on division. The quotative division model influenced the pupils' choices only at the ninth-grade level.

Word problems or problems with words

1961 ◽  
Vol 54 (4) ◽  
pp. 234-238
Author(s):  
Jerome Manheim
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Logical Analysis ◽  
Current Emphasis

This writer states, “With the current emphasis on logical analysis and the study of structure the role of the ‘word problem’ should be re-evaluated.”

The role of situational context in solving word problems

1992 ◽  
Vol 7 (2) ◽  
pp. 259-268 ◽  
Author(s):  
Elsbeth Stern ◽  
Anne Lehrndorfer
Keyword(s):  
Word Problems ◽  
Situational Context
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