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Article de revue:
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ID no. (ISBN etc.): 00222194
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Clé de citation BibTeX: Garcia2006
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García, A. I., Jiménez, J. E., & Hess, S. (2006). Solving arithmetic word problems: An analysis of classification as a function of difficulty in children with and without arithmetic ld. Journal of learning disabilities, 39(3), pp. 270–281.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:00 Dernièrement modifiée par: Sterenn Audo 2008-02-13 16:15:59
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Catégories: Apprentissage mathématiques, Full text, problèmes arithmétiques
Descripteurs: ARITHMETIC, COGNITION disorders, LEARNING disabilities, LEARNING disabled children, MULTIDIMENSIONAL scaling, PSYCHOMETRICS, SCALING (Social sciences), STUDENTS with disabilities, WORD problems (Mathematics)
Auteurs: García, Hess, Jiménez
Collection: Journal of learning disabilities
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Nombre de vues: 364
Popularité: 33.03%
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Résumé
This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students (n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c) position of the unknown quantity in the problem. Facet theory with multidimensional scaling techniques (MINISSA) was used to analyze the underlying dimensions in the responses of each group of participants. Our results indicate that although the word problem difficulty classifications for the 2 groups of children were different, the position of the unknown quantity had a greater influence on the level of difficulty of story problems than other variables. The noncanonical problems—specifically, those with the unknown term in the first place—although difficult for both groups of children, were the most difficult problems for children with ALD. [ABSTRACT FROM AUTHOR]
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Sterenn Audo
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Idées
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Ajoutée par: Sterenn Audo
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