Effect of the Presence of External Representations on Accuracy and Reaction Time in Solving Mathematical Double-Choice Problems by Students of Different Levels of Instruction

Лейкин, Роза; Leikin, Mark; Waisman, Ilana; Shaul, Shelley

doi:10.1007/s10763-012-9389-1

Cited by 17 publications

(4 citation statements)

References 25 publications

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“…In general, pictorial maths problems can impose extra cognitive load. Aside from the present findings, this has also been shown in the case of maths problems with written text, where the cognitive load was increased by the so-called split-attention effect (Berends & van Lieshout, 2009;Leikin, Leikin, Waisman, & Shaul, 2013). The split-attention effect occurs when one must divide his or her attention between several sources of information within the same channel, like pictures and written text, which both enter via the visual channel (Sweller, 1994).…”

Section: Discussionsupporting

confidence: 80%

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective

Lieshout

Xenidou-Dervou

2018

Educ Stud Math

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At the start of mathematics education children are often presented with addition and subtraction problems in the form of pictures. They are asked to solve the problems by filling in corresponding number sentences. One type of problem concerns the representation of an increase or a decrease in a depicted amount. A decrease is, however, more difficult to represent in paper pictorially than an increase. Within the Cognitive Load Theory framework, we expected that commonly used decrease problems would be harder and slower to solve than increase problems because of higher intrinsic cognitive load. We also hypothesised that combining the pictorial information with auditory information would reduce this load and, as a result, would lead to improved performance. We further expected that these effects would be most prominent in children who score below average on a general mathematics test. We conducted an experiment with sixty children attending the first grade of primary school, who were divided into a higher and lower mathematics-achieving group. As expected, children performed worse on the decrease problems compared to the increase problems. Also, the combination of pictorial and auditory information reduced the accuracy lag of the decrease problems compared to the increase problems. With response time this effect occurred only in the group of lower mathematics achieving children. These results are in line with the cognitive load theory framework, but we also offer an alternative explanation regarding attention.

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Section: Discussionsupporting

confidence: 80%

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective

Lieshout

Xenidou-Dervou

2018

Educ Stud Math

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“…external. The findings in this study are in line with previous findings by Roza Leikin et al (2013) External representational learning in this study provides more learning that is able to assist students in understanding problems and solving problems from their mathematical ideas, which are then communicated through external representations. This finding is in line with the opinion of Goldin and Shteingold, who stated that mathematical ideas are communicated through external representations whose forms include spoken language, images, concrete, and written symbols.…”

Section: Discussionsupporting

confidence: 92%

Improving Students' Mathematical Problem-Solving Ability through the Use of External Representations

Syah

Harizahayu

Haddar

et al. 2023

joe

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This study has the objectives, namely first, to find out whether students' mathematical problem-solving abilities can be improved by using external representations. Second, analyzing student activities in learning mathematics by using external representations. Third, analyzing student responses to learning mathematics by using external representations. This research uses classroom action research (CAR) or classroom action testing (PTK) methods. According to O'Brien in Mulyatiningsih, "action research is carried out when a group of people (students) identify the problem, then the researcher determines an action to overcome it." Classroom Action Research (CAR) seeks to develop and reflect on a learning model with the aim of improving learning processes and outcomes. Based on the results of the research, it can be concluded that: learning using external representations can improve mathematical problem solving abilities; it can be seen that there is an increase in the number of students who score above the KKM in cycle II, with the percentage of students who are declared complete (reaching the KKM) at 71.4%, or as many as 20 students are higher than in cycle I, with a percentage of 53.57%, or as many as 15 students who are declared complete. This means that most students have achieved learning mastery resulting from learning through the use of external representations

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“…Representations are powerful tools to elicit and interpret students' mathematical thinking when they solve word problems because learners need to communicate and express mathematical ideas via representations (Goldin, 1998;Leikin, Leikin, Waisman, & Shaul, 2013;Lesh et al, 1987;Múñez, Orrantia, & Rosales, 2013). At this point, -what is a representation?‖ is an important question to put our perspective in the current study.…”

Section: Theoretical Background Word Problems and Multiple Representamentioning

confidence: 96%

Secondary School Students’ Representations for Solving Geometric Word Problems in Different Clinical Interviews

Ulusoy¹,

Argün²

2017

International Journal of Education in Mathematics, Science and Technology

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Effect of the Presence of External Representations on Accuracy and Reaction Time in Solving Mathematical Double-Choice Problems by Students of Different Levels of Instruction

Cited by 17 publications

References 25 publications

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective

Pictorial representations of simple arithmetic problems are not always helpful: a cognitive load perspective

Improving Students' Mathematical Problem-Solving Ability through the Use of External Representations

Secondary School Students’ Representations for Solving Geometric Word Problems in Different Clinical Interviews

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