What underlies successful word problem solving? A path analysis in sixth grade students

The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children

“…Previous research, using a test-level approach, has shown that particularly two basic cognitive abilities are related to students' word problem solving performance: (1) spatial ability, covering the visual-spatial processing domain (Boonen et al, 2013;Hegarty & Kozhevnikov, 1999;Van Garderen, 2006); and (2) reading comprehension, covering the semanticlinguistic processing domain (Bernardo, 1999;Van der Schoot, Bakker Arkema, Horsley, & Van Lieshout, 2009;VileniusTuohimaa, Aunola, & Nurmi, 2008). Based on the increasingly accepted idea that word problem solving taps into both domains (Boonen et al, 2013;Krawec, 2010Krawec, , 2012, we aimed to replicate the findings of prior studies regarding the importance of spatial ability and reading comprehension by using analyses at the item-level rather than at the test-level. In doing so, we were able to overcome the aforementioned limitations regarding test-level analyses and prevent ourselves from falling for the ecological fallacy.…”

“…In particular, for three reasons, this correlation does not necessarily demonstrate that a certain type of visual representation has actually resulted in the correct answer to the word problem for which the visual representation was made. First, we have to consider that the established correlation between the total amount of (specific) visual representations and the total amount of correctly solved word problems might be explained by an underlying latent factor, such as a general measure of intelligence or cognitive ability (Boonen et al, 2013;Keith, Reynolds, Patel, & Ridley, 2008). Second, the relation might be explained by a mediating variable, for instance the capability of students to derive the correct mathematical operations from the visual representation and to determine the order in which these operations should be executed (i.e., the solution planning phase; see Mayer, 1985;Krawec, 2010).…”

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

“…Although students encounter various difficulties with problem-solving (e.g. Boonen, van Der Schoot, van Wesel, de Vries, & Jolles, 2013;Verschaffel et al, 1999) there is evidence to suggest that effective use of metacognition can be an important factor associated with successful outcomes (Stillman & Mevarech, 2010). Researchers propose a facilitative role for metacognition during mathematical problem-solving (e.g.…”

Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten

“…(2) Representasi skematik, yaitu integrasi pernyataan-pernyataan yang relevan untuk solusi menjadi visualisasi koheren dari teks word problem. Siswa membuat gambar skema dan menggunakan gestures yang menunjukkan relasi spasial antara pernyataan-pernyataan dari teks word problem (Boonen, van Wesel, Jolles & van der Schoot, 2014;Boonen, van der Schoot, van Wesel, de Vries & Jolles, 2013;Crespo & Kyriakides, 2007).…”

“…Subjek membuat skema yang menghubungkan banyak perempuan dan laki-laki, artinya membuat skema dari pernyataan-pernyataan yang diperlukan untuk solusi. Para peneliti (Hegarty & Kozhevnikov, 1999;van Garderen & Montague, 2003;van Garderen, 2006;Crespo & Kyriakides, 2007;Boonen, van der Schoot, van Wesel, de Vries & Jolles, 2013;Boonen, van Wesel, Jolles & van der Schoot, 2014;dan Barrios & Martinez, 2014) …”