An Analysis of Children's Written Solutions to Word Problems

Knifong, J. Dan; Holtan, Boyd

doi:10.2307/748867

Cited by 12 publications

(6 citation statements)

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“…This type of error does not appear in a number of other models used to investigate children's errors (see Knifong & Holtan, 1976. Other writers have suggested such errors should be quite low (Radatz, 1979) or non-existent since all errors could be classed in some way as systematic (Davis & McKnight, 1979;Ginsburg, 1977).…”

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confidence: 99%

Language comprehension errors: A further investigation

Clarkson

1991

Math Ed Res J

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Comprehension errors made when attempting mathematical word problems have been noted as one of the high frequency categories in error analysis. This error category has been assumed to be language based. The study reported here provides some support for the linkage of comprehension errors to measures oflanguage competency. Further, there is evidence that the frequency ofsuch errors is related to competency in both the mother tongue and the language of instruction for bilingual students.

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Section: -----------------------------------------------Careless/unknownmentioning

confidence: 99%

Language comprehension errors: A further investigation

Clarkson

1991

Math Ed Res J

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“…Robinson (1973) and Knifong and Holton (1976) suggested that reading may not playas large a role in incorrect solutions as was assumed. In the later study (Knifong and Holton, 1976), 52% of the errors in word problems on the Metropolitan Achievement Test were attributed only to computational inaccuracies. Reading, along with many other factors, accounted for the remaining 48% of errors.…”

Section: Relationship Of Reading and Verbal Math Problem Solvingmentioning

confidence: 99%

The Effect of Cognitive Strategy Training on Verbal Math Problem Solving Performance of Learning Disabled Adolescents

Montague¹,

Bos²

1986

J Learn Disabil

106

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This study investigated the effect of an eight-step cognitive strategy on verbal math problem solving performance of six learning disabled adolescents. The cognitive strategy was designed to enable students to read, understand, carry out, and check verbal math problems that are encountered in the general math curriculum at the secondary level. Conditions of the multiple baseline desing included baseline, treatment, generalization, maintenance, and retraining. During treatment, students received strategy acquisition training, strategy application practice, and testing. Visual analysis of the data indicated this eight-step cognitive strategy to be an effective intervention for this sample of students who had deficits in verbal math problem solving. Overall, the students demonstrated impoved performance on twostep verbal math problems. Maintenance and generalization of the strategy were evident. This study has implications for an alternative teaching methodology that focuses on cognitive strategy training to improve the verbal math problem solving of learning disabled students.

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“…The first approach, which examines student's errors, was introduced by Newman (1977), Kinfong and Holtan (1976) and Clements (1982). They believe that when students encounter a problem, they examine different ways in order to find a correct solution.…”

Section: Introductionmentioning

confidence: 99%

“…The main reason for such answers, which are called student's errors, may be their misunderstanding the problem or may be due to their clerical errors. In any case, it seems that being acquainted with the nature and the reasons for these errors can facilitate the process of solving math word problems (NEWMAN, 1977;KINFONG;HOLTAN, 1976). In this paper Kinfong's and Holtan's framework, which is the more comprehensive one, will be reviewed.…”

Section: Introductionmentioning

confidence: 99%

The relationship between different kinds of students' errors and the knowledge required to solve mathematics word problems

Haghverdi¹,

Semnani²,

Seifi³

2012

Bolema

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The main objective of this research is to examine the relationship between different kinds of errors and the knowledge required to solve word problems in Arithmetic, Algebra and Geometry. Kinfong's and Holtan's framework supports the analysis of the errors, and Mayer's theory was implemented to understand the necessary knowledge for solving math word problems. The research methodology follows a semi-experimental method. Research tools comprise both a descriptive math test and a directed interview. The research findings revealed that students' errors when solving arithmetic word problems result from the lack of linguistic, semantic, structural and communicational knowledge; when solving the geometric word problems, the lack of semantic, intuition and structural knowledge were the cause of the students' errors. Regarding algebra word problems, miscalculation was the reason for the higher error rate. HAGHVERDI, M.; SEMNANI, A. S.; SEIFI, M. deficiency is mainly related to the lack of semantic, structural and communicational knowledge.Keywords: Word Problems. Arithmetic. Algebra. Geometry. Necessary Knowledge. Students' Errors. ResumoO principal objetivo desta pesquisa é examinar a relação entre diferentes tipos de erros cometidos por estudantes e os conhecimentos necessários para resolver situações-problema em Álgebra, Aritmética e Geometria. Para a análise de erros seguimos as considerações de Kinfong e Holtan e para investigar o conhecimento necessário para ultrapassar os erros mobilizamos a teoria de Mayer. A metodologia de pesquisa é semiexperimental, envolvendo um teste de matemática com seis questões e entrevistas dirigidas. Os resultados da pesquisa revelaram que os erros na solução dos problemaspalavra aritméticos resultaram da falta de conhecimentos linguísticos, semânticos, estruturais e comunicativos; no que diz respeito aos problemas-palavra, os erros vinculamse à lacunas no conhecimento semântico, estrutural e intuitivo. Em relação aos problemaspalavra algébricos os erros devem-se a lacunas quanto às operações matemáticas. Em síntese, os resultados mostram que a maior deficiência dos alunos relaciona-se a lacunas relativas ao conhecimento semântico, estrutural e comunicativo.

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An Analysis of Children's Written Solutions to Word Problems

Cited by 12 publications

References 0 publications

Language comprehension errors: A further investigation

Language comprehension errors: A further investigation

The Effect of Cognitive Strategy Training on Verbal Math Problem Solving Performance of Learning Disabled Adolescents

The relationship between different kinds of students' errors and the knowledge required to solve mathematics word problems

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