Different Procedures for Solving Mathematical Word Problems in High School

Abstract

The teaching and learning of mathematics cannot be understood without considering the resolution of word problems. This kind of problems not only connect mathematical concepts with language (and therefore with reality) but also promote the learning related to other scientific areas. In primary school problems are solved by using basic arithmetic rules and in secondary school, the purpose is to generalize the resolution procedures through putting in practice algebraic procedures which turn to be more effective in terms of resolving word problem. This study attempts to analyse the procedures employed to solve mathematical problems by a sample of students in 9th and 10th grades of High School (N=406) from the Basque Country (Spain). For this purpose, the procedure used by the students when resolving three mathematical problems was examined and classified in three categories. These categories are related to the utilization of arithmetic rules or, as the case may be, algebraic procedures. The results indicate a significant relationship between the procedure used to solve the problems and educational level of the students. Educational implications of the findings are discussed.

Word problems: a review of linguistic and numerical factors contributing to their difficulty

“…However, solution approaches are not easily dissociable between arithmetic and algebraic problems. If a WP is intended to be solved with an equation, in some cases a simple arithmetic approach is enough ( Gasco et al, 2014 ). Under some circumstances, it is even easier to solve WPs via alternative arithmetic strategies than by deriving algebraic equations.…”

Multimedia: Students' Adaptive Learning Engagement in Mathematics Classrooms

“…There are four major aspects of task value, these being, attainment value (importance of the task), intrinsic value (enjoyment one gains from doing the task), utility value (usefulness of the task) and cost (Eccles & Wigfield, 2002). Students who are convinced that their learning activity is important, interesting and useful are inclined to expend more effort and persist longer in completing activities (Wolters & Rosenthal, 2000) and achieve better results in mathematics (Gasco & Villarroel, 2014;Phan, 2014). Schunk and Zimmerman (2007) reported that even when students lacked self-confidence in their ability to perform and/or achieve a task, they were still likely to initiate and maintain their efforts if they valued the learning activity.…”

Arithmetic learning with the use of graphic organiser

“…It is important for students to build strategic cognitive skills for solving word problems, such as to understand a problem, to apply an appropriate method of solution and skills to relate abstract information [1]. Teachers could provide opportunities that encouraged pupils to model, to describe and to apply Mathematics understanding in appropriate and efficient ways [2,3].…”