id: 06603203
dt: j
an: 2016e.00638
au: Polotskaia, Elena; Savard, Annie; Freiman, Viktor
ti: Investigating a case of hidden misinterpretations of an additive word
problem: structural substitution.
so: Eur. J. Psychol. Educ. 31, No. 2, 135-153 (2016).
py: 2016
pu: Springer Netherlands, Dordrecht; Instituto Superior de Psicologia Aplicada
(ISPA), Lisboa
la: EN
cc: F90 D70 F30 D50
ut: problem solving; elementary mathematics; word problems; reasoning
development
ci:
li: doi:10.1007/s10212-015-0257-6
ab: Summary: According to numerous studies, a combination of many factors,
including curriculum, didactic contract and task design, can
potentially lead to students experiencing difficulties in developing of
a full understanding of addition and subtraction and their relationship
in problem solving. Few studies describe the misinterpretations of
problems as a factor related to learning difficulties. We have studied
how and why elementary school students misinterpret the mathematical
structure of a simple additive word problem and what kind of possible
(hidden) misinterpretation may occur. We analysed possible mechanisms
of misinterpretations in word problem solving, discussing various
examples of correct and incorrect solutions resulting from the
misinterpretation of a problem. We gave the elementary school students
a word problem, which could potentially be misinterpreted, and observed
their solving strategies. Our results show how the particular form of
mathematical misinterpretation ‒ structure substitution ‒ may help
students obtain a correct answer and thereby hinder the development of
their mathematical reasoning. We further discuss different ways of
addressing this phenomenon in teaching practice.
rv: