|
|
|
Article de revue:
|
ID no. (ISBN etc.): 00070998
|
Clé de citation BibTeX: Moreau2003
|
|
Moreau, S., & Coquin-Viennot, D. (2003). Comprehension of arithmetic word problems by fifth-grade pupils: Representations and selection of information. British Journal of Educational Psychology, 73(1), p. p109.
Ajoutée par: Sterenn Audo 2007-12-10 10:58:05 Dernièrement modifiée par: Lynda Taabane 2008-01-16 22:08:06
|
|
|
|
|
|
|
|
Résumé
Background. Understanding word problems leads to the construction of different levels of representation. Some levels specify the elements which are indispensable for solving the problem (problem model, PM) and others specify the agents, actions and events in everyday concepts (situation model, SM). Aims. By studying how the information is selected, we try to specify the nature of the representations constructed during the reading of a word problem: understanding a problem leads to the construction of two complementary levels of representation (PM and SM) or to the construction of only one representation (PM) ? Sample. Ninety-one fifth-grade pupils (mean age I 0 years 9 months) took part in this study and were divided into two groups according to their mathematical ability. Method. As well as the information considered as indispensable for solving the problems (solving information), different types of information (situational information) were introduced into standard word problems. In
Ajoutée par: Sterenn Audo Dernièrement modifiée par: Lynda Taabane
|
|
Informations supplémentaires en ligne :
|
|
|
|
|
|
|
|
|
|
|
Idées
pdf dispo
Ajoutée par: Lynda Taabane
|
|
|
