Generating multiple answers for a word problem with insufficient information

Kinda, Shigehiro

doi:10.1007/s11251-011-9200-7

Cited by 3 publications

(1 citation statement)

References 21 publications

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“…A number of studies proposed ways to overcome these difficulties (e.g., Fitzpatrick et al, 2019;Große, 2014Große, , 2015Große, , 2017Kinda, 2012;Krawitz et al, 2022;Mevarech et al, 2010;Schukajlow & Blum, 2011;Schukajlow et al, 2015;Weyns et al, 2017;Zöttl et al, 2010). Despite implementing a wide variety of support measures, overall, these studies showed that it is very difficult to foster modeling competencies.…”

Section: Solving Realistic Word Problemsmentioning

confidence: 99%

Mathematical problems in and out of school: The impact of considering mathematical operations and reality on real-life solutions

Wisenöcker,

Binder,

Holzer

et al. 2023

Eur J Psychol Educ

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In this study, effects of asking participants to make different types of considerations when solving a realistic word problem were investigated. A two-factorial experiment with the factors “addressing realistic considerations” (with vs. without) and “addressing mathematical operations” (with vs. without) was conducted. It was assumed that reality-based considerations would lead to reality-based problem-solving strategies, thus fostering real-life solutions, while considering mathematical operations would lead to problem-solving strategies usually promoted in school, which were expected to impair realistic solutions. Analyses are based on N = 165 participants. The results showed that being asked to make reality-based considerations did not significantly affect realistic solutions (F(1, 161) = 2.43, p = 0.121, ηp2 = 0.015), while being asked to consider appropriate mathematical operations significantly impaired realistic solutions (F(1, 161) = 8.54, p = 0.004, ηp2 = 0.050). These findings suggest that inducing typical school problem-solving strategies may be detrimental when it comes to solving mathematical problems in a realistic way.

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