
02322924
j
1998e.03338
DeFranco, Thomas C.
Curcio, Frances R.
A division problem with a remainder embedded across two contexts: children's solutions in restrictive vs. realworld settings.
Focus Learn. Probl. Math. 19, No. 2, 5872 (1997).
1997
Center for Teaching, Learning of Mathematics, Framingham, MA
EN
D53
context effect
Traditionally, routine word problems have been used in mathematics classes to illustrate how the acquisition of computational skill can be applied. For example, after practicing the longdivision algorithm, students have been given word problems that require the application of the algorithm. In this approach, computationdriven word problems emphasize the importance of the computation at the expense of meaning and sensemaking. A number of studies have investigated students solving division problems with remainders. Students' failure to solve such division problems is due, in part, to their inability to map computational results back to the realworld context of the problem. This exploratory study examines students' interpretation of remainders in division as applied to word problems embedded in two contexts  in a restrictive, inschool setting, and in a realworld, outofschool setting. (orig.)