ITEM METADATA RECORD
Title: Making sense of word problems: the effect of rewording and dyadic interaction
Authors: Mellone, Maria
Verschaffel, Lieven
Van Dooren, Wim
Issue Date: 2014
Publisher: PME
Host Document: PME 38 / PME-NA 36. Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education vol:4 pages:201-208
Conference: Conference of the International Group for the Psychology of Mathematics Education (PME) edition:38 location:Vancouver, Canada date:15-20 July 2014
Conference of the North American Chapter of the Psychology of Mathematics Education (PME-NA) edition:36 location:Vancouver, Canada date:15-20 July 2014
Abstract: In this study we investigated the effect of the request to reword the text of problematic word problems on the occur-rence of realistic answers. We proposed the activity of rewording word problems to fifth grade pupils either work-ing 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. oreover we analysed the pupils’ reworded texts in order to characteri e the kind of informa-tion added by pupils.
ISBN: 978-0-86491-360-9
ISSN: 0771-100X
VABB publication type: VABB-5
Publication status: published
KU Leuven publication type: IC
Appears in Collections:Instructional Psychology and Technology

Files in This Item:
File Description Status SizeFormat
PME38-2014 Vancouver 4.pdf Published 9461KbAdobe PDFView/Open Request a copy

These files are only available to some KU Leuven Association staff members

 




All items in Lirias are protected by copyright, with all rights reserved.