The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children

Boonen, Anton J. H.; Wesel, Floryt van; Jolles, Jelle; Schoot, M. van der

doi:10.1016/j.ijer.2014.08.001

Cited by 116 publications

(118 citation statements)

References 46 publications

(64 reference statements)

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“…(2) Representasi skematik, yaitu integrasi pernyataan-pernyataan yang relevan untuk solusi menjadi visualisasi koheren dari teks word problem. Siswa membuat gambar skema dan menggunakan gestures yang menunjukkan relasi spasial antara pernyataan-pernyataan dari teks word problem (Boonen, van Wesel, Jolles & van der Schoot, 2014;Boonen, van der Schoot, van Wesel, de Vries & Jolles, 2013;Crespo & Kyriakides, 2007).…”

Section: Representasi Sangat Diperlukan Dalam Keberhasilan Pemecahan unclassified

“…Subjek membuat skema yang menghubungkan banyak perempuan dan laki-laki, artinya membuat skema dari pernyataan-pernyataan yang diperlukan untuk solusi. Para peneliti (Hegarty & Kozhevnikov, 1999;van Garderen & Montague, 2003;van Garderen, 2006;Crespo & Kyriakides, 2007;Boonen, van der Schoot, van Wesel, de Vries & Jolles, 2013;Boonen, van Wesel, Jolles & van der Schoot, 2014;dan Barrios & Martinez, 2014) …”

Section: Representasi Subjek 3 (S3)unclassified

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Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten

Muttaqien¹

2016

J. Rev. Pemb. Mat.

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Word problems solving involves the ability of translating and integrating word problem text. Many students get the difficulty in solving word problem due to their inability to translate and integrate word problem text into an exact representation. Representation is divided into two types namely, pictorial representation and schematic representation. This study aims at describing representation process employed by the 10 th grade of High School students on word problem solving of inconsistent comparison. This research was done to 5 students and in this article have 3 subjects. The results of this study infine other representation. There are three mathematical representation of students in solving word problems comparison inconsistent: (1) pictorial representations, (2) schematic representation, and (3) Beberapa ahli (Wright, 2010;Clement & Wolbach, 2008; dan van Garderen, 2004) mengungkap kesulitan yang dialami siswa terjadi karena tidak memahami teks word problem. Ahli lain (Micke & Beilock, 2010;Kotsopoulos, 2007)

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Section: Representasi Sangat Diperlukan Dalam Keberhasilan Pemecahan unclassified

Section: Representasi Subjek 3 (S3)unclassified

Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten

Muttaqien¹

2016

J. Rev. Pemb. Mat.

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“…Student success in solving the problem is not out of the representation role (Akkus & Cakiroglu, 2006;Hwang et al, 2007;Delice & Sevimli 2010;Bal, 2014;Boonen et al, 2014). Thus, the mathematical problem solving using representation is strongly recommended because it can be used as a tool to facilitate during the problem solving process (Stylianou 2008).…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have been conducted to see the kinds of representations that are effective in solving the problem (Çelik & Arslan, 2012;Boonen et al, 2014;Dündar, 2015). These researches specifically describe the construction process of symbolic and verbal representations done by students in problem solving.…”

Section: Introductionmentioning

confidence: 99%

Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya’s Stages

Anwar¹,

Rahmawati²

2017

IES

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The purpose of this research was to reveal how the construction process of symbolic representation and verbal representation made by students in problem solving. The construction process in this study referred to the problem-solving stage by Polya covering; 1) understanding the problem, 2) devising a plan, 3) carrying outthe plan, and 4) looking back. This research was qualitative research by getting involved 4 students of Junior High School class VIII. This study obtained results that the construction process of symbolic representation made by students since in the process of understanding the problem. In understanding the problem, students were able to identify the problem well. Then students could make the symbol used as a variable that the value was not known. By using the symbol students could perform a series of calculation to obtain the value of the symbol. Symbols created by students were very helpful and facilitated students in solving problems. While in the construction process, verbal representation was done by students since the process of understanding the problem. The form of verbal representation was manifested by writing down all information known from a slightly changed problem because they used a language that they understood more. Based on the known information, students could plan and performed a series of calculations using written sentences so that the problems could be solved properly.

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“…Boonen, van Wesel, Jolles, and van der Schoot (2014) indicated that conceptual understanding through reading the context of mathematical word problems plays an import role in problem-solving. However, one of the problem-solving skills children have been found to have difficulties with is the ability to comprehend the conception of a mathematical word problem (Schoppek & Tulis, 2010;Walkington, Clinton, Ritter, & Nathan, 2015).…”

Section: Introductionmentioning

confidence: 99%

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

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The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children

Cited by 116 publications

References 46 publications

Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten

Representasi Matematis pada Pemecahan Word Problem Perbandingan Inkonsisten

Symbolic and Verbal Representation Process of Student in Solving Mathematics Problem Based Polya’s Stages

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

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