articles
If you are interested and want to read about word problems, below are two article reviews that can give adults a good perception on word problems for our children.
The effects of using drawings developing young children's mathematical word problem solving: A design experiment with third-grade Hungarian students.
This article is overall about whether it is an advantage for students when solving a word problem to use visual representations. Having word problems in the math classroom have become a national requirement so the importance of students being able to apply their knowledge to word problems is highly important. The study that was conducted shows that making drawings or visuals will help the young students as they develop their thought process of mathematical problem solving.
*To read the entire article, please click on the Adobe file below.
This article is overall about whether it is an advantage for students when solving a word problem to use visual representations. Having word problems in the math classroom have become a national requirement so the importance of students being able to apply their knowledge to word problems is highly important. The study that was conducted shows that making drawings or visuals will help the young students as they develop their thought process of mathematical problem solving.
*To read the entire article, please click on the Adobe file below.
article_1.pdf | |
File Size: | 346 kb |
File Type: |
Csíkos, C., Szitányi, J., & Kelemen, R. (2012). The effects of using drawings in developing young children's mathematical word problem solving: A design experiment with third-grade Hungarian students. Educational Studies In Mathematics, 81(1), 47-65. doi:10.1007/s10649-011-9360-z
Individuals differences in solving arithmetic word problems.
This article portrays the differences among children and how they interpret word problems accordingly to how their mind looks at it. There are children that are verbalizers that repeat the information as they are processing the problem or there are visualizers who paint a picture in their mind. In the study, arithmetic word problems were used knowing that it would get results from both the verbalizers and visualizers because the problem is more than just solving for an answer, but breaking down the question. The conclusion of the study was that it didn't matter if the student was a verbalizer or visualizer to solve the word problems, it was discreetly how their brain worked.
*To read the entire article, please click on the Adobe file below.
This article portrays the differences among children and how they interpret word problems accordingly to how their mind looks at it. There are children that are verbalizers that repeat the information as they are processing the problem or there are visualizers who paint a picture in their mind. In the study, arithmetic word problems were used knowing that it would get results from both the verbalizers and visualizers because the problem is more than just solving for an answer, but breaking down the question. The conclusion of the study was that it didn't matter if the student was a verbalizer or visualizer to solve the word problems, it was discreetly how their brain worked.
*To read the entire article, please click on the Adobe file below.
article_2.pdf | |
File Size: | 821 kb |
File Type: |
Zarnhofer, S., Braunstein, V., Ebner, F., Koschutnig, K., Neuper, C., Ninaus, M., & ... Ischebeck, A. (2013). Individual differences in solving arithmetic word problems. Behavioral & Brain Functions, 9(1), 1-10. doi:10.1186/1744-9081-9-28