Preschool childrens skills in solving mathematical word problems

Abstract

This study aims to investigate the mathematical word problem-solving skills of preschool children 5-6 ages. To achieve this objective, the data were collected in four preschools (n=162). A mathematical word problem test was used as data collection tools. In this study, it was found that the children's skills at solving mathematical word problems based on addition and subtraction were at a medium level. In terms of sub-categories, the children were found to do better with result-unknown problems but to have difficulties with initial-unknown problems. The most difficult problem type for the children was the compare category. Next, it was found that the children's achievement was higher when they were addressed with "you-language", with you the second person singular form in Turkish. Gender was found to be an inefficient variable. However, it was observed that the children's achievement increased as they grew older. As a result, it is not only result-unknown problems they have but also different examples from other categories in preschool.

The Use of Augmented Reality for Solving Arithmetic Problems for Preschool Children

“…Arithmetic Story Problems. Owing to the age characteristics of the participants, the mathematical problems that young children are able to solve are limited [4]. Therefore, the difficulty level of the arithmetic story problems featured in this study complies with the early development trajectories of a normal child aged 4-6 years old [2].…”

“…Within this framework of mathematical story problems, we attempted to examine the effects of AR intervention by comparing it with traditional 2D pictorial representation and then evaluating the performance of preschoolers before and after the exposure to the AR-based learning environment. Since Perihan [4] suggested that children can respond more easily to mathematical problems in word format rather than using symbols (e.g. plus and minus signs), only pictures and animations excluding symbols and text were presented to the participants.…”

“…Moreover, according to Perihan [4], word problems can be divided into four groups as follows: joining, separating, comparing and part-part-whole. In this case, only the first three types of word problems were included.…”

“…It comprises primarily the synthesis of already acquired knowledge in "representing a situation mathematically, devising a strategy to solve the problem, carrying out the solution, and reflecting on the answer" (p.153) [3]. As suggested by several researchers, the inclusion of arithmetic story problems within the kindergarten curriculum can encourage young children to establish connections between conceptual and mathematical knowledge [4], as well as integrating these practices into real-life scenarios [3] [4]. In addition to regular classes, preschool children are also often exposed to natural mathematics learning contexts informally in daily routines, such as by participating in various pedagogic activities, as instructed by their family [5].…”

Analyzing Students’ Thinking Process in Solving Linear Algebra Problem

“…It is related to the activity of finding solution of a problem, making connection between concepts in mathematics. As it has primary function in human's basic needs, the attempt to develop problem solving ability is started early (see [3] & [4]). In general, there are four steps in problem solving including orientation, preparation, application and reflection [5].…”