"Acquired" Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance

Autor/inn/en	Jaffe, Joshua Benjamin; Gharibani, Troy; Bolger, Donald Joseph
Titel	"Acquired" Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance
Quelle	In: Mind, Brain, and Education, 17 (2023) 2, S.93-97 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jaffe, Joshua Benjamin) ORCID (Bolger, Donald Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12355
Schlagwörter	Word Problems (Mathematics); Mathematics Instruction; Vocabulary; Mathematical Concepts; Undergraduate Students; Verbs; Arithmetic + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Wortschatz; Addition; Arithmetik; Arithmetikunterricht; Rechnen
Abstract	Successful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., "more") with mathematical operations (e.g., "addition"). The current study expands upon this line of research by examining whether undergraduate students associate verbs with mathematical operations and if verbal associations affect word problem performance. Similar to relational terminology, the participants associated verbs with operations, which significantly impacted performance. The educational implications are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01