NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1157410
Record Type: Journal
Publication Date: 2017-Nov
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1863-9690
Who's Wrong? Tasks Fostering Understanding of Mathematical Relationships in Word Problems in Elementary Students
Savard, Annie; Polotskaia, Elena
ZDM: The International Journal on Mathematics Education, v49 n6 p823-833 Nov 2017
Mathematical relationships are crucial elements to consider for learning mathematics. However, too often students pay more attention to the calculations to be done rather than the reasons for doing them. Relying on the relational paradigm to support elementary school students, we proposed two specially designed tasks to help students recognize and formalize the relationships in additive and multiplicative word problems. These tasks were also designed to have them learn how to represent the relationships using models and to manipulate the mathematical structure of a problem to find the required arithmetic operation. In this paper, we present the task design principles to create mathematically incoherent situation (MIS) tasks and we highlight their implementation with elementary school students. Our findings suggest that students working on MIS tasks really engage in the analysis of the mathematical relationships, which corresponds to the teacher's intentions in problem-solving activities.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A