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Communication Dans Un Congrès Année : 2015

Differences in the situation model construction for a textbook problem: The broken tree or the broken bamboo?

Résumé

The present study addresses the differences in the construction of ninth graders' situation models, when they were confronted with an application problem that is found in middle-school mathematics textbooks in Mexico. This study focuses on the reading-comprehension phase, better known as the situation model, which is considered a prerequisite for the mathematical model construction of word problems. Four versions of the problem " The broken tree by the wind " were given to a total of 192 ninth-grade students. Students' drawings were analyzed in order to identify any possible causes by which few of the students were able to build an adequate situation model. The results suggest a potential influence of problem wording on students' visualizations and ways of interpreting mathematical problems during the situation model construction.

Domaines

Education
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Dates et versions

hal-01287263 , version 1 (12-03-2016)

Identifiants

  • HAL Id : hal-01287263 , version 1

Citer

José Antonio Juárez López, Josip Slisko Ignjatov, Lidia Aurora Hernández Rebollar, Mónica Monroy Kuhn. Differences in the situation model construction for a textbook problem: The broken tree or the broken bamboo?. 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.897-903. ⟨hal-01287263⟩
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