Inconsistent Operations: A Weapon of Math Disruption

Autor/inn/en	Jarosz, Andrew F.; Jaeger, Allison J.
Titel	Inconsistent Operations: A Weapon of Math Disruption
Quelle	In: Applied Cognitive Psychology, 33 (2019) 1, S.124-138 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaeger, Allison J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3471
Schlagwörter	Word Problems (Mathematics); Equations (Mathematics); Interference (Learning); Memory; Multiplication; Division; Error Patterns; Difficulty Level; Language Role + Suchen Sie Ihr Suchwort? Textaufgabe; Equations; Mathematics; Gleichungslehre; Gedächtnis; Multiplikation; Fehlertyp; Schwierigkeitsgrad
Abstract	Word problems embed a math equation within a short narrative. Due to their structure, both numerical and linguistic factors can contribute to problem difficulty. The present studies explored the role of irrelevant information in word problems, to determine whether its negative impact is due to numerical (foregrounding hypothesis) or linguistic (inconsistent-operations hypothesis) interference. Across three experiments, participants solved multiplication and division word problems containing irrelevant numerical information, which was either associated or disassociated with the protagonist. Results demonstrated increased solution errors on division problems when irrelevant numbers were disassociated with the protagonist. When memory for numerical information was emphasized, disassociation was specifically impacted low-working memory individuals. The effect of disassociation on division performance persisted even when irrelevant numbers, but not words, were removed from problems. These results suggest that, even in the presence of numerically interfering information, it is the language of word problems that often drive their difficulty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01