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Article de revue:
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Clé de citation BibTeX: Martin2005
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Martin, S. A., & Bassok, M. (2005). Effects of semantic cues on mathematical modeling: evidence from word-problem solving and equation construction tasks. Memory & Cognition, 33(3), pp. 471–478.
Ajoutée par: Lynda Taabane 2008-01-06 18:08:36 Dernièrement modifiée par: Sterenn Audo 2008-01-16 11:26:59
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Résumé
Mathematical solutions to textbook word problems are correlated with semantic relations between the objects described in the problem texts. In particular, division problems usually involve functionally related objects (e.g., tulips-vases) and rarely involve categorically related objects (e.g., tulips-daisies). We examined whether middle school, high school, and college students use object relations when they solve division word problems (WP) or perform the less familiar task of representing verbal statements with algebraic equations (EQ). Both tasks involved multiplicative comparison statements with either categorically or functionally related objects (e.g., "four times as many cupcakes [commuters] as brownies [automobiles]"). Object relations affected the frequency of correct solutions in the WP task but not in the EQ task. In the latter task, object relations did affect the structure of nonalgebraic equation errors. We argue that students use object relations as "semantic cues" when they engage in the sense-making activity of mathematical modeling. (PsycINFO Database Record (c) 2007 APA, all rights reserved)(from the journal abstract)
Ajoutée par: Sterenn Audo
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Idées
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Ajoutée par: Lynda Taabane
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