Extraneous information and extra steps in arithmetic word problems

Autor:	K. Denise Muth
Rok vydání:	1992
Předmět:	Complete information ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Mathematics education Information processing Protocol analysis Cognition Arithmetic Psychology Education
Zdroj:	Contemporary Educational Psychology. 17:278-285
ISSN:	0361-476X
DOI:	10.1016/0361-476x(92)90066-8
Popis:	To determine how middle school students cope with some of the demands imposed on them by arithmetic word problems, 140 eighth graders were asked to solve word problems modeled after those used by the National Assessment of Educational Progress. Processing demands were imposed on the students by adding extraneous information and extra steps to the problems. Results indicated that the presence of extraneous information and extra steps reduced the accuracy of students' solutions. Thinking-out-loud protocols also revealed several misconceptions that students have about solving word problems.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::60aa5122df32172944a5945f6e78504a https://doi.org/10.1016/0361-476x(92)90066-8 Zobrazit plný text záznamu