id: 05311894
dt: j
an: 2008e.00292
au: Inoue, Noriyuki
ti: Minimalism as a guiding principle: Linking mathematical learning to
everyday knowledge.
so: Math. Think. Learn. 10, No. 1, 36-67 (2008).
py: 2008
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: F80 D50
ut: undergraduate students; problem solving; word problems; student attitudes;
computation; thinking skills; context effect; data interpretation;
interviews
ci:
li: doi:10.1080/10986060701820293
ab: Summary: Studies report that students often fail to consider familiar
aspects of reality in solving mathematical word problems. This study
explored how different features of mathematical problems influence the
way that undergraduate students employ realistic considerations in
mathematical problem solving. Incorporating familiar contents in the
word problems was found to have only a limited impact. Instead,
removing contextual constraints from the problem goal was found to
motivate students to validate their problem solving in terms of their
everyday experiences. Based on these findings, what determines the
authenticity and relevance of a mathematical problem seems to be
whether the problem allows students to freely reconstruct the problem
situation by making use of their imagination and everyday experiences.
In short, the basic principle seems to be "less is more"; that is,
fewer constraints in problem goals could function to help students
personally associate problem solving with their everyday experiences.
(Contains 4 figures and 8 tables.) (ERIC)
rv: