Realistic considerations in mathematical modeling of school arithmetic word problems

Making Sense of Situations and Language Choices in Mathematical Word Problem Solving: A Case of Grade 9 Second Language Learners

“…Learners responses (or answers) to the three problem solving (PS) tasks were coded into three general categories: realistic reaction (RR), no reaction (NR), other reaction (OR), which were adapted from a schema developed by Verschaffel, De Corte, & Lasure (1994). The RR comprised all cases wherein a learner either gave the most accurate numerical response that also considered real-world aspects and context of the problem, or cases where there was an attempt to consider real-world situations without providing a numerically most correct response.…”

An Exami̇nati̇on of Preservi̇ce Mathemati̇cs Teachers’ Reali̇sti̇c Approaches Wi̇th Di̇vi̇si̇on Wi̇th Remai̇nder (Dwr) Problems

“…However, the answer that the students have presented for the first question has given a hint that the problem they have faced in the mathematical lessons has been different from those they have been requiring a realistic approach. The fact that the students find the false answer, which is just resulted from the lacking of realistic interpretations, despite they have used the correct operation applications in order to solve the problem itself has also been detected as a finding during the studies carried out in the countries, such as Belgium, China, Switzerland, UK and Japan (Greer, 1993;Hegarty, Mayer& Monk 1995;Verschaffel, De Corte & Lasure 1994;Yoshida &Verschaffel and De Corte, 1997;Xin, Lin, Zhang &Yan, 2007).…”

“…In studies it is presented that students are prone to classical non graphical problems whereas they do not display realistic approach. For example, Verschaffel, De Corte and Lasure (1994) defined two problem types as standard and problematic, and, the students were asked to solve them.…”

Mathematics, PISA, and culture: An unpredictable relationship

“…A few studies undertaken shortly after federation 4 , found a tradition privileging declarative knowledge and lower-order procedural skills (Janssen et al 2002) and, despite strong curricular expectations, few opportunities for students to solve problems or discuss different solutions to the same problem (Verschaffel et al 1994;Verschaffel et al 1997). …”