Literaturnachweis - Detailanzeige
| Autor/in | Mayer, Richard E. |
|---|---|
| Institution | California Univ., Santa Barbara. Dept. of Psychology. |
| Titel | Schemas for Algebra Story Problems. Technical Report Series in Learning and Cognition, Report No. 80-3. |
| Quelle | (1980), (84 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Algebra; Classification; Educational Research; Instruction; Mathematics Education; Mathematics Instruction; Mathematics Materials; Problem Solving; Secondary Education; Secondary School Mathematics |
| Abstract | The goal of this study was to develop a framework for classifying algebra story problems and to determine observed frequencies for each problem type. One thousand ninety-seven algebra story problems were selected from nine standard algebra textbooks. These are divided into eight families based on the nature of the source formula involved; for example, nearly 300 problems were classified in the "time rate family" because they were based on the source formula, "distance = rate x time" or "output = rate x time." Each family was divided into problem categories based on the general form of the story line; for example, the time rate family consisted of "motion,""current," and "work" categories. Each category was divided into templates based on the specific propositional structure of the problem; for example, there were a dozen templates for motion problems such as "overtake,""closure,""round trip," etc. This paper describes the procedure for generating families, categories, and templates and provides frequency counts for each observed template. Implications for fostering productive research and instruction are discussed. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
