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ERIC Number: EJ1110640
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1062-9017
The Effect of Contextual and Conceptual Rewording on Mathematical Problem-Solving Performance
Haghverdi, Majid; Wiest, Lynda R.
Mathematics Educator, v25 n1 p56-73 2016
This study shows how separate and combined contextual and conceptual problem rewording can positively influence student performance in solving mathematical word problems. Participants included 80 seventh-grade Iranian students randomly assigned in groups of 20 to three experimental groups involving three types of rewording and a control group. All participants completed a pretest. The three experimental groups completed posttests involving problem rewording, and the control group received a posttest identical to the pretest. Rewording in general was shown to decrease student errors in solving word problems. There was no significant difference among contextual, conceptual, and combined contextual/conceptual rewording in reducing errors. In terms of Knifong and Holtan's (1976) classification of word problem errors, the rewordings had no significant effect on decreasing "clerical and computational" errors, but they significantly reduced "other errors" (such as use of wrong procedures or operations or providing no response).
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A