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Word problems versus image-rich problems

An analysis of effects of task characteristics on students’ performance on contextual mathematics problems

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Word problems versus image-rich problems

An analysis of effects of task characteristics on students’ performance on contextual mathematics problems

Rechten:

Samenvatting

This article reports on a post hoc study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students’ results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems in the domain of measurement and geometry the inferential step from representation of the problem situation to the mathematical problem to be solved is smaller than for word problems.

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OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatWiskundig en analytisch vermogen van professionals
Gepubliceerd inResearch in Mathematics Education Taylor & Francis, Vol. 20, Uitgave: 1, Pagina's: 37-52
Jaar2018
TypeArtikel
ISSN1754-0178
DOI10.1080/14794802.2017.1413414
TaalEngels

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