Literaturnachweis - Detailanzeige
| Autor/in | Barwell, Richard |
|---|---|
| Titel | Working on Word Problems |
| Quelle | In: Mathematics Teaching, (2003) 185, S.6-8 (3 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5785 |
| Schlagwörter | Word Problems (Mathematics); Mathematics Instruction; Problem Solving; Learning Strategies; Student Participation; Cooperative Learning; Attention; Student Experience; Mathematical Concepts; Student Diversity; Literary Genres |
| Abstract | Despite plenty of practice, many students find interpreting and solving word-problems difficult. How can teachers work with students so that they learn to make appropriate sense (or should it be "inappropriate sense"?) of word-problems? One way to investigate how students make sense of word-problems is to ask them to write some of their own. The author has recently worked with students from a culturally and linguistically diverse Y5 class. He asked them to write and solve word-problems in pairs and recorded their discussions. His analysis of what the participants discussed revealed a number of patterns. He was particularly interested in what the students paid attention to as they created their word-problems. In this article, he describes three patterns of attention which he identified: (1) attention to genre; (2) attention to personal experience; and (3) attention to mathematical structure. He explains each pattern and illustrates it with a clip from transcripts of the recordings. (ERIC). |
| Anmerkungen | Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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