Literaturnachweis - Detailanzeige
Autor/inn/en | Jaffe, Joshua Benjamin; Gharibani, Troy; Bolger, Donald Joseph |
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Titel | "Acquired" Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance |
Quelle | In: Mind, Brain, and Education, 17 (2023) 2, S.93-97 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Jaffe, Joshua Benjamin) ORCID (Bolger, Donald Joseph) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1751-2271 |
DOI | 10.1111/mbe.12355 |
Schlagwörter | Word Problems (Mathematics); Mathematics Instruction; Vocabulary; Mathematical Concepts; Undergraduate Students; Verbs; Arithmetic |
Abstract | Successful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., "more") with mathematical operations (e.g., "addition"). The current study expands upon this line of research by examining whether undergraduate students associate verbs with mathematical operations and if verbal associations affect word problem performance. Similar to relational terminology, the participants associated verbs with operations, which significantly impacted performance. The educational implications are discussed. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |