Title: Just answering... or thinking? The contrast between pupils' solutions and classifications of proportional and non-proportional word problems
Authors: Van Dooren, Wim
De Bock, Dirk
Verschaffel, Lieven #
Issue Date: 2009
Host Document: Fostering Communities of Learners. Digital Book of Abstracts
Conference: Fostering Communities of Learners. Biennial Conference of the European Association for Research on Learning and Instruction edition:13 location:Amsterdam, The Netherlands date:25-29 August 2009
Abstract: Upper primary school children often routinely apply proportional methods to missing-value problems, also when this is inappropriate. We tested whether this tendency can be broken if children do not need to produce computational answers to word problems. Seventy-five 6th graders were asked to classify 9 word problems with different underlying mathematical models and to solve a parallel version of these problems. Half of the children first did the solution and then the classification task, for the others the order was opposite. The results suggest a positive impact of a preceding classification task on students’ later solutions, while solving the word problems first proved to negatively affect later classifications
Publication status: published
KU Leuven publication type: IMa
Appears in Collections:Education and Training
Leuven Academic Centre for Professional Development in Education
Instructional Psychology and Technology
Research Centre for Educational Research & Development, Campus Brussels (-)
Faculty of Economics and Business (FEB) - miscellaneous
# (joint) last author

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