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Communication Dans Un Congrès Année : 2015

Cracking percent problems in different formats: The role of texts and visual models for students with low and high language proficiency

Résumé

Students with low academic language proficiency are often considered to meet specific comprehension challenges with word problems. But how do conceptual and reading challenges interfere in these situations? We approach this question by investigating how performance depends on the problem format for different problem types. A test with N=250 students investigates cracking percent problems in pure, text, and visual format. The results show that text formats are most difficult for elementary problem types, whereas (context t can enhance the accessibility for more complex problem types. Item difficulties differ similarly for students with high and low language proficiency, hence reading challenges seem as crucial as conceptual challenges. A deeper analysis shows specific linguistic challenges with the expressions reduced to and reduced by.
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Dates et versions

hal-01281856 , version 1 (02-03-2016)

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  • HAL Id : hal-01281856 , version 1

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Birte Pöhler, Susanne Prediger, Henrike Weinert. Cracking percent problems in different formats: The role of texts and visual models for students with low and high language proficiency. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.331-338. ⟨hal-01281856⟩
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