Assessing conceptual knowledge through solving arithmetic word problems

Scheibling-Seve, Calliste; Pasquinelli, Elena; Sander, Emmanuel

doi:10.1007/s10649-020-09938-3

Cited by 25 publications

(13 citation statements)

References 46 publications

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“…According to [3], these two types of knowledge develop in a unidirectional process, the gain in one type of knowledge leads to the improvement of knowledge in another. This is supported by [5] who revealed that increased procedural knowledge supports increased conceptual knowledge and vice versa. As the results of the study [6] showed, initially students' procedural knowledge was higher than conceptual knowledge, but after four months of measurement, the level of attainment of procedural knowledge did not change from the previous one, while conceptual knowledge increased significantly.…”

Section: Introductionmentioning

confidence: 76%

How Are the Students’ Biology Conceptual Knowledge and Procedural Knowledge in Padang City?

Septiani¹,

Paidi²

2021

Advances in Social Science, Education and Humanities Research

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The conceptual knowledge and procedural knowledge are able to equip students to have new skills in the era of the Industrial Revolution 4.0. Because, both of these knowledge are used to solve a problem correctly. This study aimed to determine the conceptual knowledge and procedural knowledge of Biology of grade XI students of state senior high school in Padang, on the subject of human digestive system. This research is quantitative descriptive with survey method. The population was all grade XI students of state senior high school in Padang of 2019/2020 study years. The sampling technique used purposive sampling technique. Data were collected using test instrument to measure the students' conceptual knowledge and procedural knowledge. Data collected was then analyzed by using descriptive statistics. Based on the survey, the ability of the conceptual knowledge of obtain in "bad" category with a range of scores of 0 ≤ 21,97 < 25. The ability of procedural knowledge of obtain in "bad" category with a range of scores of 0 ≤ 22,79 < 25.

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Section: Introductionmentioning

confidence: 76%

How Are the Students’ Biology Conceptual Knowledge and Procedural Knowledge in Padang City?

Septiani¹,

Paidi²

2021

Advances in Social Science, Education and Humanities Research

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“…This comprehensive approach to WPS instruction is essential. Many students with MD also manifest RD (Scheibling-Sève et al, 2020), and word problems are sometimes written above these students’ reading level (Witzel, 2009). In sum, schools can use existing interventions to increase the WPS accuracy of elementary school students with MD.…”

Section: Discussionmentioning

confidence: 99%

“…Educational researchers and practitioners recognize students’ ability to solve problems as critical to their overall success (Swanson et al, 2013). Researchers commonly focus on addressing students’ mathematics WPS performance, given that WPS tasks within mathematics textbooks and assessments generally involve a narrative (i.e., words or story) with one or more questions embedded within the task (Scheibling-Sève et al, 2020; Verschaffel et al, 2020). The inclusion of narratives on mathematics tasks causes many students to struggle with connecting the language of word problems with the mathematical concept(s) presented within the word problem (Scheibling-Sève et al, 2020).…”

Section: Mathematical Word Problemsmentioning

confidence: 99%

A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties

Myers

Witzel

Powell³

et al. 2022

Review of Educational Research

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Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effect size ( g = 1.01 for the model with outliers; g = 0.81 for the model without outliers). Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies. A sensitivity analysis showed these results were generally robust to outliers. We offer possible explanations for the findings and discuss study limitations. Finally, we propose recommendations for future research and classroom practice.

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“…But in fact, not all students can achieve the instructional goals that have been set. The inadequacy of the objectives can be seen from the low ability of students to solve problems, especially in the form of word problems [4,5,6,7]. The low ability of students' problem solving shows the low mathematical ability of the students [8].…”

Section: Introductionmentioning

confidence: 99%

Problem-solving Abilities Through Integrated Learning Nested Models in Terms of the Initial Abilities of the Pre-service Elementary School Teacher

Sari¹,

Herman²

2021

Advances in Social Science, Education and Humanities Research

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The low problem-solving ability of prospective pre-service elementary school teachers needs serious attention. Because students are prospective teachers who when they become teachers must equip their students with problem-solving skills. Therefore it is necessary to have a solution to overcome these problems. This study aims to obtain an overview of the problem-solving abilities of students who obtain integrated mathematics learning with the nested model in terms of the initial mathematical abilities of PGSD students. This research was conducted using a quasi-experiment. Problem-solving ability as the dependent variable, integrated learning, and early mathematical ability as independent variables. Data analysis used twoway Anova. Problem-solving ability data is taken through a problem-solving ability test, and students' initial mathematical abilities are seen from the midterm exam results. The results showed that (1) the application of Integrated Learning in mathematics learning made a positive contribution to students' problem solving abilities. This can be seen from the results of the research which show that there are differences in mathematical problem solving abilities between students who get Integrated Learning and those who get Fragmented Learning; (2) the level of students' initial mathematical abilities made a positive contribution to problem solving abilities. This can be seen from the results of the research which show that there are differences in students' initial mathematical abilities; (3) there is an interaction effect between Integrated Learning and early mathematical abilities on problem solving abilities.

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Assessing conceptual knowledge through solving arithmetic word problems

Cited by 25 publications

References 46 publications

How Are the Students’ Biology Conceptual Knowledge and Procedural Knowledge in Padang City?

How Are the Students’ Biology Conceptual Knowledge and Procedural Knowledge in Padang City?

A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties

Problem-solving Abilities Through Integrated Learning Nested Models in Terms of the Initial Abilities of the Pre-service Elementary School Teacher

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