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Autor/inButler, Allison G.
TitelExploring the Role of Social Reasoning and Self-Efficacy in the Mathematics Problem-Solving Performance of Lower- and Higher-Income Children
QuelleIn: Journal of Educational Research and Practice, 3 (2013) 1, S.93-119 (27 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2167-8693
SchlagwörterSocioeconomic Status; Socioeconomic Influences; Problem Solving; Mathematics Skills; Self Efficacy; Equations (Mathematics); Word Problems (Mathematics); Social Influences; Grade 5; Elementary School Students; Mathematics Tests; Multiplication; Symbols (Mathematics); Achievement Gap; Low Income Groups; Public Schools; Standardized Tests; Language Arts; Grade 4; Scores; Academic Achievement
AbstractResearch documents an income-based achievement gap in mathematics, yet children from lower-income backgrounds do not lag behind their more advantaged peers in high-level social reasoning tasks. The purpose here was to investigate whether modifying mathematics word problems to make them more socially based would impact the mathematics performance and/or mathematics self-efficacy of lower- versus higher-income children. Research questions regarding (1) the relative difficulty of symbolic equations versus word problems, (2) the impact of socially modifying word problems on children's accuracy and self-efficacy, and (3) the relation between children's mathematics performance and mathematics self-efficacy were explored. Participants were 164 5th graders. Children completed a mathematics problem-solving test comprised of multiplication problems representing four different problem formats (two social, two abstract). Three types were word problems, and one was a symbolic (abstract) presentation. The three word problem types were everyday activity (social), social-cognitive (social), and traditional textbook (abstract). Participants also completed a mathematics self-efficacy measure. Children performed better on symbolic problems than on any of three word problem types. The lower-income group performed better on innovative social-cognitive word problems than on decontextualized word problems. Word problem variations did not have an effect for the higher-income group. Overall, mathematics self-efficacy was shown to predict mathematics performance. While problem format is only one aspect of a highly complex instructional system, findings suggest that capitalizing on social-cognitive strengths in mathematics may be valuable for improving the academic achievement of lower-income children. (As Provided).
AnmerkungenWalden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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