Learning to be an opportunistic word problem solver: going beyond informal solving strategies

Gvozdic, Katarina; Sander, Emmanuel

doi:10.1007/s11858-019-01114-z

Cited by 20 publications

(15 citation statements)

References 38 publications

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“…Thus students were able to change their encoding based on spontaneous representations to an encoding based on conceptual relations. We interpret this result to support the importance of conceptual rewording (Vicente, Orrantia & Verschaffel, 2007;Gvozdic & Sander, 2020). Students in the experimental group were taught to establish semantic relationship by their own, moving their attention from calculations to reasoning (Savard & Polotskaia, 2017).…”

Section: Discussionmentioning

confidence: 61%

Developing flexibility in solving arithmetic word problems: comparing strategies through semantic analysis.

Scheibling-Seve¹,

Sander²,

Pasquinelli³

2020

Preprint

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This study develops and evaluates an intervention aimed at improving flexibility in arithmetic word problems. 9 classes (4th-5th Grades) were divided between experimental, active and passive control groups, and followed this protocol: pre-test, 5 learning sessions for experimental and active control groups, post-test. During learning sessions, both groups learned to solve arithmetic word problems with two strategies — expansion and factorization — by comparing them. But comparing strategies was based on a semantic analysis and choice in point of view for the experimental group whereas comparing strategies was based on identifying keywords and calculations. The experimental condition was expected to promote flexibility in strategy for new transfer problems. At posttest, the active control group and the experimental group got similar scores for learning problems, higher than the passive control group. But for transfer problems, the experimental group was more flexible than the two other groups. Educational entailments of our finding are discussed.

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Section: Discussionmentioning

confidence: 61%

Developing flexibility in solving arithmetic word problems: comparing strategies through semantic analysis.

Scheibling-Seve¹,

Sander²,

Pasquinelli³

2020

Preprint

Self Cite

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“…(2006) noted that students demonstrated higher performance on Total and Change problems than Difference problems. Gvozdic and Sander (2020) noted a similar pattern with students ages 6 and 7 in France. Further, with 8‐ and 9‐year‐old students in the United States, Powell et al.…”

Section: Mathematics Difficultymentioning

confidence: 56%

Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty

Arsenault

Powell

2022

Learn Disabil Res Pract

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Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.

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“…Qu'elle soit envisagée comme la capacité des élèves à passer d'une stratégie de résolution à une autre et choisir la plus adaptée au problème (Lemaire et Siegler 1995 ;Baroody et Dowker 2003;Kilpatrick et al 2001;Verschaffel et al 2007 ;Torbeyns et al 2018), ou bien comme la capacité à changer de point de vue sur la situation, c'est-à-dire à se re-représenter la situation et le moyen d'attendre le but en s'engageant dans le recodage sémantique du problème (Clément, 2009 ;Gamo et al 2010 ;Gros et al 2020 ;Gvozdic et Sander, 2020), l'ensemble des recherches menées dans le domaine de la résolution de problèmes montrent l'importance de la flexibilité cognitive dans la découverte de solutions créatives et adaptées. On a pu aussi voir que flexibilité et créativité étaient intimement liées, la flexibilité étant une des composantes nécessaires à l'expression de la pensée créative.…”

Section: Discussionunclassified

Découverte de solution et flexibilité cognitive

CLÉMENT¹

2021

La Flexibilité Cognitive

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A la lumière des recherches menées en éducation et en psychologie cognitive, ce chapitre traite du rôle de la flexibilité dans la découverte de solution. Il explore les liens entre flexibilité, créativité et performances académiques. Il souligne l’intérêt pour les apprentissages scolaires d’élaborer et dévaluer des dispositifs éducatifs favorisant la flexibilité et la créativité.

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Learning to be an opportunistic word problem solver: going beyond informal solving strategies

Cited by 20 publications

References 38 publications

Developing flexibility in solving arithmetic word problems: comparing strategies through semantic analysis.

Developing flexibility in solving arithmetic word problems: comparing strategies through semantic analysis.

Word‐Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty

Découverte de solution et flexibilité cognitive

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