Word Problem Performance of U.S. First Graders in the 20th Century and Common Core Era

Autor/inn/en	Schoen, Robert; Whitacre, Ian; Champagne, Zachary
Titel	Word Problem Performance of U.S. First Graders in the 20th Century and Common Core Era
Quelle	In: Journal for Research in Mathematics Education, 54 (2023) 1, S.24-42 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
DOI	10.5951/jresematheduc-2020-0201
Schlagwörter	Word Problems (Mathematics); Grade 1; Common Core State Standards; Educational History; Difficulty Level; Textbooks; Mathematics Instruction; Mathematics Achievement; Problem Solving; Mathematics Curriculum; Elementary School Curriculum; Elementary School Students + Suchen Sie Ihr Suchwort? Textaufgabe; School year 01; 1. Schuljahr; Schuljahr 01; Common core curriculum; Curriculum; Kerncurriculum; History of education; Bildungsgeschichte; Schwierigkeitsgrad; Textbook; Text book; Schulbuch; Lehrbuch; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen
Abstract	Changes in U.S. textbooks indicate that U.S. first-grade students in the Common Core era were exposed to a wider variety of word problem types than students in previous generations were. We compared the performance of U.S. first graders in the Common Core era with that of previous generations in solving 11 types of additive word problems to investigate a decades-long debate--whether certain types of word problems are inherently more difficult than others or whether relative difficulty is influenced by exposure. We found that overall patterns of relative difficulty persist; however, U.S. first graders in the Common Core era outperformed their historical counterparts when solving the types of problems that rarely appeared in textbooks used in the 1980s. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01