Abstract:Math story problems are difficult for many solvers because comprehension of mathematical and linguistic content must occur simultaneously. Across two studies, we attempted to conceptually replicate and extend findings reported by Mattarella-Micke and Beilock (2010, https://doi.org/10.3758/PBR.17.1.106) and Jarosz and Jaeger (2019, https://doi.org/10.1002/acp.3471). Mattarella-Micke and Beilock found that multiplication word problems in which an irrelevant number was associated with the protagonist of the probl… Show more
“…The development of science has shifted the mathematics learning process from previously only involving numbers to numbers with meaning or context (Ma, 2010). One way to measure students' understanding of the meaning of a number is by giving questions in story form (Burr et al, 2021). In mathematical story problems, students or problem solvers are asked to apply their mathematical knowledge to solve problems described in the context of story situations.…”
The development of science has shifted the process of learning mathematics from previously only involving numbers to numbers that have meaning, one of which is in the form of stories. However, many problems still need to be solved with the concept of addition and subtraction in the form of story problems. This research aims to improve student learning outcomes in addition and subtraction material through story problems. This research used the Teacher Action Research (TAR) approach with 14 second-grade students at Ciren Elementary School, Indonesia as participants. This research also used two data collection methods: providing mathematical worksheets and observations carried out by special observers. Data analysis was carried out by looking at the mean student scores, reflecting through FGDs with observers, and filling in observation sheets by the teacher. Furthermore, the results of this research are presented in the form of teacher observation sheet scores and mathematical worksheet work results. The score results on the observation sheet show an increase in scores from learning in cycle 1 to cycle 2. In addition, the average score of students' mathematical worksheets after intervention in the form of dienes block media and mathematical worksheets always increases with pre-cycle details (48), cycle I (80), and cycle II (84). Thus, using dienes block media assisted by mathematical worksheets can have direct implications for improving mathematics learning in addition and subtraction operation material.
“…The development of science has shifted the mathematics learning process from previously only involving numbers to numbers with meaning or context (Ma, 2010). One way to measure students' understanding of the meaning of a number is by giving questions in story form (Burr et al, 2021). In mathematical story problems, students or problem solvers are asked to apply their mathematical knowledge to solve problems described in the context of story situations.…”
The development of science has shifted the process of learning mathematics from previously only involving numbers to numbers that have meaning, one of which is in the form of stories. However, many problems still need to be solved with the concept of addition and subtraction in the form of story problems. This research aims to improve student learning outcomes in addition and subtraction material through story problems. This research used the Teacher Action Research (TAR) approach with 14 second-grade students at Ciren Elementary School, Indonesia as participants. This research also used two data collection methods: providing mathematical worksheets and observations carried out by special observers. Data analysis was carried out by looking at the mean student scores, reflecting through FGDs with observers, and filling in observation sheets by the teacher. Furthermore, the results of this research are presented in the form of teacher observation sheet scores and mathematical worksheet work results. The score results on the observation sheet show an increase in scores from learning in cycle 1 to cycle 2. In addition, the average score of students' mathematical worksheets after intervention in the form of dienes block media and mathematical worksheets always increases with pre-cycle details (48), cycle I (80), and cycle II (84). Thus, using dienes block media assisted by mathematical worksheets can have direct implications for improving mathematics learning in addition and subtraction operation material.
When we proposed this Special Issue to John Towse, Journal of Numerical Cognition (JNC) Editor-in-Chief back in May 2019, and first spread the news via Twitter and during the second Mathematical Cognition and Learning Society (MCLS) meeting in Ottawa, the world was different. It was a very long time before we had heard of COVID-19. The MCLS was enjoying a fantastic in-person meeting and we were all looking forward to MCLS 2020.As guest editors we had multiple ideas on how to make the best out of the Special Issue when it comes to adoption of Open Science practices, methodological rigor, and using Open Science infrastructure to streamline the process. We were delighted to see so much enthusiasm, encouragement, and support from colleagues, when they heard about the initiative. It was also great to see that we received multiple pre-submission abstracts. Even though the world has changed a lot since then, it has been challenging to everyone involved, and our own roads towards this moment have sometimes been bumpy, we are here, extremely happy, and proud to present the Special Issue on Direct and Conceptual Replication in Numerical Cognition. It comprises 12 replication papers and three commentaries by authors of replicated papers. The contributions are covering most of areas of numerical and mathematical cognition spanning from hard-core basic cognitive effects through developmental studies and interventions (cf. Figure 1 and Table 1). We are even more delighted that finally all our ideas (e.g., data and material sharing, Open Review Reports) on how to get the most out of the Special Issue found their way. At the same time, we are glad to see that since we proposed the special issue, the JNC evolved. For instance, by adopting the Open Science badges it gives even more visible credit for following these practices than it did before. It seems that Open Science including replication attempts is going to be more established and valued in our field.
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