Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems

Hoogland, Kees; Pepin, Birgit; Koning, Jaap de; Bakker, Arthur; Gravemeijer, K.P.E.

doi:10.1080/14794802.2017.1413414

Cited by 30 publications

(20 citation statements)

References 24 publications

(25 reference statements)

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“…Visualization could also foster student interest and understand the material content and the real world [18]. It was in line with [19] research showing that. Consequently, the researchers would explore Junior High School students' argumentation skills by applying the visual-formed problem under a mathematical modelling framework.…”

Section: Introductionsupporting

confidence: 55%

Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem

Rolan¹,

Darmawijoyo²,

Indaryanti³

2021

Advances in Social Science, Education and Humanities Research

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This paper was to describe junior high school students' argumentative ability mathematically using a visual-formed problem. The type of this research was descriptive with a qualitative approach. The subjects of this research were 19 students of the 7 th grade-student of SMPN 6 Inderalaya Utara. A post-test was used to collect data to describe the students' ability to give arguments mathematically. This research found that the percentage average of the students' argumentative ability was 41,66%. Besides, the students were interested in studying a visual-formed mathematical problem under a mathematical modelling framework.

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Section: Introductionsupporting

confidence: 55%

Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem

Rolan¹,

Darmawijoyo²,

Indaryanti³

2021

Advances in Social Science, Education and Humanities Research

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“…One reason could be that there was only one item to gauge student attitudes for each lesson and that did not provide sufficient precision to detect an effect. Another could be that the visuals were not integrated into the problem enough for students to notice and be affected by them in their overall performance, learning, or attitudes (Hoogland, Pepin, de Koning, Bakker, & Gravemeijer, 2018). In other words, these illustrations did not actually enhance interest despite that being the intention in curriculum design.…”

Section: Visual Representationsmentioning

confidence: 99%

Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization

Clinton

Walkington

2019

The Journal of Educational Research

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Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students' interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (N = 265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text; control). Students' problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared to contextual illustrations. In the personalization experiment, students (N = 223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly-assigned interest topic, or the original non-personalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment.

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“…For instructional purposes, these problems often present a distorted picture of reality, or provide minimal extra-mathematical information with limited applicability (Blum & Niss, 1991), causing students to often ignore the relevant real-world aspect. Therefore, these problems do not prepare students for the transition to specific mathematics-related knowledge or for the general problem-solving techniques utilized in workplace activities, especially in rapidly changing technology environments (Beswick, 2011;Bonotto, 2013;Hoogland, Pepin, de Koning, Bakker, & Gravemeijer, 2018). In this study, we suggest the use of mathematical modeling to create an educational interface between workplace mathematics and school mathematics.…”

Section: The Interface Between Workplace Mathematics and School Mathematicsmentioning

confidence: 99%

Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

Kohen

Orenstein

2021

Educ Stud Math

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The use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.

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Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems

Abstract: Gravemeijer (2018) Word problems versus image-rich problems: an analysis of effects of task characteristics on students' performance on contextual mathematics problems, Research in

Cited by 30 publications

References 24 publications

Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem

Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem

Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization

Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

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