Children's Symbolic Representation of Addition and Subtraction Word Problems

Bebout, Harriett C.

doi:10.5951/jresematheduc.21.2.0123

Cited by 10 publications

(3 citation statements)

References 10 publications

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“…Lastly, achievement was clearly better when the unknown was placed in the result than when it was in the first term. Other authors have reported the same finding (Bebout, 1990;Bermejo et al, 1998;De Corte & Verschaffel, 1987), observing that children were more successful solving problems of change with the unknown in the result.…”

Section: Analysis Of Results and Discussionmentioning

confidence: 53%

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The Degree of Abstraction in Solving Addition and Subtraction Problems

Bermejo

Díaz

2007

Span. J. Psychol.

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In this study, the incidence of the degree of abstraction in solving addition and subtraction problems with the unknown in the first term and in the result is analyzed. Ninety-six students from first grade to fourth grade in Primary Education (24 students per grade) solved arithmetic problems with objects, drawings, algorithms, and verbal problems. The participants were interviewed individually and all sessions were video-taped. The results indicate a different developmental pattern in achievement for each school grade depending on the levels of abstraction. The influence of the level of abstraction was significant, especially in first graders, and even more so in second graders, that is, at the developmental stage in which they start to learn these arithmetic tasks. Direct modeling strategies are observed more frequently at the concrete and pictorial level, counting strategies occur at all levels of abstraction, whereas numerical fact strategies are found at higher levels of abstraction. Keywords: abstraction level, arithmetic problems, strategies, mathematical developmentEn este estudio se analiza la incidencia del grado de abstracción en la resolución de problemas de suma y resta con la incógnita en el primer término y en el resultado. Noventa y seis alumnos de primero a cuarto curso de Educación Primaria (24 escolares por curso) resuelven tareas aritméticas con objetos, dibujos, algoritmos y verbales. Los participantes se entrevistaron de manera individual y se registraron en vídeo todas las sesiones. Los resultados indican un patrón evolutivo diferente en el rendimiento para cada curso escolar según los niveles de abstracción. Resulta significativa la influencia del nivel de abstracción sobre todo en primero y más aún en segundo curso, es decir, en el momento evolutivo en que se inicia el aprendizaje de estas tareas aritméticas. Las estrategias modelado directo se manifiestan más en el nivel concreto y pictórico, las estrategias conteo ocurren en todos los niveles de abstracción, mientras que las estrategias hechos numéricos se encuentran en los niveles de mayor abstracción. Palabras clave: nivel de abstracción, problemas aritméticos, estrategias, desarrollo matemático

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Section: Analysis Of Results and Discussionmentioning

confidence: 53%

“…Children of the first grade of primary education display a high level of success in addition and subtraction problems with the unknown in the result. However, this level decreases when the unknown is located in the second term, and even more so when in the first term (Bebout, 1990;Bermejo, 1990;Carpenter, Hiebert, & Moser, 1981De Corte & Verschaffel, 1987).…”

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confidence: 98%

The Degree of Abstraction in Solving Addition and Subtraction Problems

Bermejo

Díaz

2007

Span. J. Psychol.

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“…Our results confirm this finding. As some have already advocated (see in particular Bebout, 1990;Carpenter, Moser, & Bebout, 1988;Verschaffel & De Corte, 1997), it would be appropriate to rely on the informal skills thus demonstrated in order to build learning and therefore, t develop an earlier approach to problem solving with a view giving a variety of meanings the symbols.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The use of mathematical symbolism in problem solving: An empirical study carried out in grade one in the French community of Belgium

Fagnant

2005

Eur J Psychol Educ

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Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Vessonen,

Dahlberg,

Hellstrand

et al. 2024

Educ Psychol Rev

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Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

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Children's Symbolic Representation of Addition and Subtraction Word Problems

Cited by 10 publications

References 10 publications

The Degree of Abstraction in Solving Addition and Subtraction Problems

The Degree of Abstraction in Solving Addition and Subtraction Problems

The use of mathematical symbolism in problem solving: An empirical study carried out in grade one in the French community of Belgium

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

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