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Csíkos, Csaba; Szitányi, Judit – ZDM: The International Journal on Mathematics Education, 2020

This research addressed Hungarian pre-service and in-service (both elementary and lower secondary) teachers' pedagogical content knowledge concerning the teaching of word problem solving strategies. By means of a standardized interview protocol, participants (N = 30) were asked about their judgement on the difficulty of teaching word problems, the…

Descriptors: Pedagogical Content Knowledge, Mathematics Instruction, Teaching Methods, Word Problems (Mathematics)

Pongsakdi, Nonmanut; Kajamies, Anu; Veermans, Koen; Lertola, Kalle; Vauras, Marja; Lehtinen, Erno – ZDM: The International Journal on Mathematics Education, 2020

In this study we investigated word-problem (WP) item characteristics, individual differences in text comprehension and arithmetic skills, and their relations to mathematical WP-solving. The participants were 891 fourth-grade students from elementary schools in Finland. Analyses were conducted in two phases. In the first phase, WP characteristics…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Arithmetic, Mathematics Skills

Verschaffel, Lieven; Schukajlow, Stanislaw; Star, Jon; Van Dooren, Wim – ZDM: The International Journal on Mathematics Education, 2020

Word problems are among the most difficult kinds of problems that mathematics learners encounter. Perhaps as a result, they have been the object of a tremendous amount research over the past 50 years. This opening article gives an overview of the research literature on word problem solving, by pointing to a number of major topics, questions, and…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Comprehension, Teaching Methods

Goulet-Lyle, Marie-Pier; Voyer, Dominic; Verschaffel, Lieven – ZDM: The International Journal on Mathematics Education, 2020

This paper presents the second phase of a larger research program with the purpose of exploring the possible consequences of a gap between what is done in the classroom regarding mathematical word problem solving and what research shows to be effective in this particular field of study. Data from the first phase of our study on teachers'…

Descriptors: Mathematics Instruction, Teaching Methods, Sequential Approach, Problem Solving

Elia, Iliada – ZDM: The International Journal on Mathematics Education, 2020

The aim of this study was to investigate how pictorial representations with different semiotic characteristics affect additive word problem solving by kindergartners. The focus of the study is on three categories of additive problems (change problems, combine problems and equalize problems) and on representational pictures with different semiotic…

Descriptors: Word Problems (Mathematics), Mathematics Instruction, Problem Solving, Pictorial Stimuli

Powell, Sarah R.; Berry, Katherine A.; Barnes, Marcia A. – ZDM: The International Journal on Mathematics Education, 2020

Students in the elementary grades often experience difficulty setting up and solving word problems. Using an equation to represent the structure of the problem serves as an effective tool for solving word problems, but students may require specific pre-algebraic reasoning instruction about the equal sign as a relational symbol to set up and solve…

Descriptors: Grade 3, Mathematics Instruction, Elementary School Students, Difficulty Level

Gvozdic, Katarina; Sander, Emmanuel – ZDM: The International Journal on Mathematics Education, 2020

Informal strategies reflecting the representation of a situation described in an arithmetic word problem mediate students' solving processes. When the informal strategies are inefficient, teaching students to make way for more efficient ways to find the solution is an important educational issue in mathematics. The current paper presents a…

Descriptors: Problem Solving, Word Problems (Mathematics), Elementary School Mathematics, Elementary School Students

Fuchs, Lynn; Fuchs, Douglas; Seethaler, Pamela M.; Barnes, Marcia A. – ZDM: The International Journal on Mathematics Education, 2020

The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing…

Descriptors: Short Term Memory, Mathematics Instruction, Problem Solving, Word Problems (Mathematics)

van Lieshout, Ernest C. D. M.; Xenidou-Dervou, Iro – ZDM: The International Journal on Mathematics Education, 2020

Pictorial representations are often used to help children understand the situation described in a given number-sentence scheme. These static pictorial problems essentially attempt to depict a dynamic situation (e.g., one bird flies away while there are three birds still sitting on the fence). Previous research suggested that such pictorial…

Descriptors: Pictorial Stimuli, Mathematical Concepts, Concept Formation, Teaching Methods

Alghamdi, Ahmed; Jitendra, Asha K.; Lein, Amy E. – ZDM: The International Journal on Mathematics Education, 2020

Mathematical knowledge involving whole number multiplication and division is integral to understanding multiplicative structures such as ratios, slope, rate of change, and proportions, which are important in subsequent mathematical learning. In this study, we investigated the effectiveness of a research-based intervention, schema-based instruction…

Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Word Problems (Mathematics)

Strohmaier, Anselm R.; Schiepe-Tiska, Anja; Chang, Yu-Ping; Müller, Fabian; Lin, Fou-Lai; Reiss, Kristina M. – ZDM: The International Journal on Mathematics Education, 2020

Language plays an important role in word problem solving. Accordingly, the language in which a word problem is presented could affect its solution process. In particular, East-Asian, non-alphabetic languages are assumed to provide specific benefits for mathematics compared to Indo-European, alphabetic languages. By analyzing students' eye…

Descriptors: Foreign Countries, Undergraduate Students, Eye Movements, Word Problems (Mathematics)

Rellensmann, Johanna; Schukajlow, Stanislaw; Leopold, Claudia – ZDM: The International Journal on Mathematics Education, 2020

We report on the construction, validation, and implementation of an instrument for measuring students' strategic knowledge about drawing for geometry modelling problems, namely, the "strategic knowledge about drawing scale." We conducted a qualitative study and a quantitative study to validate the proposed construction and interpretation…

Descriptors: Geometry, Mathematics Instruction, Mathematics Achievement, High Achievement

Chang, Yu-Ping; Krawitz, Janina; Schukajlow, Stanislaw; Yang, Kai-Lin – ZDM: The International Journal on Mathematics Education, 2020

Mathematization is critical in providing students with challenges for solving modelling tasks. Inadequate assumptions in a modelling task lead to an inadequate situational model, and to an inadequate mathematical model for the problem situation. However, the role of assumptions in solving modelling problems has been investigated only rarely. In…

Descriptors: Foreign Countries, Mathematical Models, Problem Solving, Mathematics Instruction

Yang, Xinrong; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid – ZDM: The International Journal on Mathematics Education, 2020

In this paper we examine the relationship between teachers' knowledge, beliefs and instructional practices based on a study with 495 Chinese pre-service mathematics teachers. The results indicate that Chinese pre-service mathematics teachers tend to hold mixed beliefs about the nature of mathematics, and a constructivist view about mathematics…

Descriptors: Mathematics Instruction, Preservice Teachers, Mathematics Teachers, Correlation

Lee, Jiwon; Santagata, Rossella – ZDM: The International Journal on Mathematics Education, 2020

Little is known about the relationship between knowledge and instructional quality of novice primary school teachers during their first 3 years of teaching mathematics. This study utilizes the Classroom video analysis and the Mathematical quality of instruction to examine changes in beginning teachers' usable knowledge and instructional quality,…

Descriptors: Longitudinal Studies, Beginning Teachers, Correlation, Educational Quality