Solving arithmetic word problems: representation as a tool for thinking
Résumé
In this paper we report on two tasks that are part of a didactic sequence on arithmetic word problems and we discuss some episodes that happened in one experimental grade 7 class. Our main goals are to gain insights into the role of representation for students in problem solving and to investigate whether a specific task design can contribute to making representation become a tool for thinking. Preliminary results show that students tend to use representation for communicating their answer, but they can be guided in the process of transition towards the use of representation for reasoning about the problem and its resolution.
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