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Article de revue:
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ID no. (ISBN etc.): 0022-0671
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Clé de citation BibTeX: Xin2007
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Xin, Y. P. (2007). Word problem solving task in textbooks and their relation to student performance. Journal of Educational Research, 100(6), pp. 347–359.
Ajoutée par: Sterenn Audo 2008-02-13 14:18:03 Dernièrement modifiée par: Sterenn Audo 2008-02-14 10:45:58
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Catégories: Apprentissage mathématiques, Full text, Résolution de problèmes
Descripteurs: ACADEMIC achievement, Learning, LEARNING disabilities, learning opportunities, MATHEMATICS, mathematics textbooks, problem solving, problem solving performance, solving task, Special Education, student performance, Textbooks, word problems
Auteurs: Xin
Collection: Journal of Educational Research
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Nombre de vues: 380
Popularité: 34.51%
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Résumé
The author examined the potential influence of learning opportunities provided in 1 U.S. and 1 Chinese mathematics textbook series on students' problem-solving performance. Also, the author studied learning opportunities provided in the textbooks by analyzing word problem distribution across various problem types, as well as the potential influence of learning opportunities on students' ability to solve arithmetic word problems, by determining student success rate (i.e., item difficulty measure) in relation to word problem distribution in adopted textbooks. Results indicated a different pattern with respect to word problem distribution in U.S. and Chinese textbooks. The relation between adopted textbook word problems suggests that the ability of U.S. participants to solve certain problem types better than other problem types may be related directly to the design of U.S. textbooks (e.g., unbalanced word problem distribution). (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Ajoutée par: Sterenn Audo
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