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.”

scholarly journals Students’ suspension of sense making in problem solving

ZDM ◽  
2021 ◽  
Author(s):  
Gemma Carotenuto ◽  
Pietro Di Martino ◽  
Marta Lemmi
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Word Problem ◽  
Word Problems ◽  
Mathematical Problem ◽  
Critical Issue ◽  
Mathematical Problem Solving ◽  
Sense Making ◽  
Mathematical Problems

AbstractResearch on mathematical problem solving has a long tradition: retracing its fascinating story sheds light on its intricacies and, therefore, on its needs. When we analyze this impressive literature, a critical issue emerges clearly, namely, the presence of words and expressions having many and sometimes opposite meanings. Significant examples are the terms ‘realistic’ and ‘modeling’ associated with word problems in school. Understanding how these terms are used is important in research, because this issue relates to the design of several studies and to the interpretation of a large number of phenomena, such as the well-known phenomenon of students’ suspension of sense making when they solve mathematical problems. In order to deepen our understanding of this phenomenon, we describe a large empirical and qualitative study focused on the effects of variations in the presentation (text, picture, format) of word problems on students’ approaches to these problems. The results of our study show that the phenomenon of suspension of sense making is more precisely a phenomenon of activation of alternative kinds of sense making: the different kinds of active sense making appear to be strongly affected by the presentation of the word problem.

scholarly journals Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching

2021 ◽  
Author(s):  
Yasemin Copur-Gencturk ◽  
Tenzin Doleck
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Mathematical Knowledge ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Mathematical Knowledge For Teaching ◽  
Important Indicator ◽  
Strategic Competence ◽  
The Usa ◽  
Valid Solution

AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.

A. A. Fridman. Stépéni nérazréšimosti problémy toždéstva v konéčno oprédélénnyh gruppah. Doklady Akadémii Nauk SSSR, vol. 147 (1962), pp. 805–808. - A. A. Fridman. Degrees of insolvability of the word problem in finitely defined groups. English translation of the preceding by Sue Ann Walker. Soviet mathematics, vol. 3 no. 6 (1962), pp. 1733–1737. - C. R. J. Clapham. Finitely presented groups with word problems of arbitrary degrees of insolubility. Proceedings of the London Mathematical Society, ser. 3 vol. 14 (1964), pp. 633–676. - William W. Boone. Finitely presented group whose word problem has the same degree as that of an arbitrarily given Thue system (an application of methods of Britton). Proceedings of the National Academy of Sciences, vol. 53 (1965), pp. 265–269. - William W. Boone. Word problems and recursively enumerable degrees of unsolvability. A first paper on Thue systems. Annals of mathematics, ser. 2 vol. 83 (1966), pp. 520–571. - William W. Boone. Word problems and recursively enumerable degrees of unsolvability. A sequel on finitely presented groups. Annals of mathematics, ser. 2 vol. 84 (1966), pp. 49–84.

1968 ◽  
Vol 33 (2) ◽  
pp. 296-297
Author(s):  
J. C. Shepherdson
Keyword(s):  
Word Problem ◽  
Word Problems ◽  
Nauk Sssr ◽  
London Mathematical Society ◽  
National Academy Of Sciences ◽  
Doklady Akademii Nauk Sssr ◽  
Finitely Presented Groups ◽  
Recursively Enumerable ◽  
Finitely Presented ◽  
Degrees Of Unsolvability

Word problems related to derivatives of the displacement map

1991 ◽  
Vol 110 (3) ◽  
pp. 569-579 ◽  
Author(s):  
J. Devlin
Keyword(s):  
Periodic Solutions ◽  
Word Problem ◽  
Word Problems ◽  
Abstract Word ◽  
Local Problem ◽  
Image Position ◽  
Derivatives Of

In [6], we considered the equationwhere z ∈ ℂ and the pi are real-valued functions; abstract word-problem concepts and techniques were applied to the local problem of the bifurcation of periodic solutions out of the solution Z ≡ 0. This paper is a sequel to [6]; we present an extension of certain concepts given in that paper, and give a global version of some of our word-problem results.

Intensive Word Problem Solving for Students With Learning Disabilities in Mathematics

2021 ◽  
pp. 105345122110475
Author(s):  
Bradley Witzel ◽  
Jonté A. Myers ◽  
Yan Ping Xin
Keyword(s):  
Learning Disabilities ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problems ◽  
Mathematics Performance ◽  
Students With Learning Disabilities ◽  
Word Problem Solving ◽  
Model Based ◽  
Students With Ld

State exams frequently use word problems to measure mathematics performance making difficulties with word problem solving a barrier for many students with learning disabilities (LD) in mathematics. Based on meta-analytic data from students with LD, five empirically validated word-problem strategies are presented with components of model-based problem solving (MBPS) highlighted.

scholarly journals The role of spatial, verbal, numerical, and general reasoning abilities in complex word problem solving for young female and male adults

2020 ◽  
Vol 32 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Frank Reinhold ◽  
Sarah Hofer ◽  
Michal Berkowitz ◽  
Anselm Strohmaier ◽  
Sarah Scheuerer ◽  
...  
Keyword(s):  
Problem Solving ◽  
Word Problem ◽  
Young Female ◽  
Word Problem Solving ◽  
Complex Word ◽  
Reasoning Abilities

The storehouse/correspondence partition in memory research: Promises and perils

1996 ◽  
Vol 19 (2) ◽  
pp. 198-199 ◽  
Author(s):  
Arie W. Kruglanski
Keyword(s):  
Memory Performance ◽  
Real Life ◽  
Motivational Factors ◽  
The Novel ◽  
Memory Research ◽  
Memory Accuracy ◽  
Critical Issues ◽  
Current Emphasis

AbstractThe novel correspondence metaphor outlined by Koriat & Goldsmith offers important advantages for studying critical issues of memory-accuracy. It also fits well with the current emphasis on the reconstructive nature of memory and on the role of cognitive, metacognitive, and motivational factors in memory performance. These positive features notwithstanding, the storehouse/correspondence framework faces potential perils having to do with its implied linkage to the laboratory/real-life controversy and its proposal of studying correspondence issues in isolation from memory phenomena captured by the storehouse paradigm.

scholarly journals Teachers’ pedagogical content knowledge in teaching word problem solving strategies

ZDM ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 165-178 ◽  
Author(s):  
Csaba Csíkos ◽  
Judit Szitányi
Keyword(s):  
Problem Solving ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Word Problem ◽  
Word Problems ◽  
Teaching Practice ◽  
Word Problem Solving ◽  
Pedagogical Content ◽  
Explicit Teaching ◽  
Problem Solving Strategies

AbstractThis research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers’ pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the factors they find difficult, and their current teaching practice. Furthermore, based on a comparative analysis of Eastern European textbooks, we tested how teachers’ current beliefs and views relate to the word problem solving algorithm described in elementary textbooks. The results suggest that in the teachers’ opinion, explicit teaching of a step-by-step algorithm is feasible and desirable as early as in the 1st school grade. According to our results, two approaches (namely, paradigmatic- and narrative-oriented) concerning how to teach the process of word problems solving, originally revealed by Chapman, were found. Furthermore, teachers in general agreed with the approach taken in the textbooks on the subject of what kinds of word problems should be used, and that explicit teaching of word problem solving strategies should be introduced by using simple, routine word problems as examples.

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