Making Sense of Word Problems
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Making Sense of Word Problems: (Contexts of Learning)

Making Sense of Word Problems: (Contexts of Learning)


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About the Book

Word problems have been a staple of mathematics instruction for centuries, yet the rationale for their use has remained largely unexamined. A range of findings have shown how students consistently answer them in ways that fail to take account of the reality of the situations described. This monograph reports on studies carried out to investigate this "suspension of sense-making" in answering word problems. In Part One, a wide range of examples documenting the strength of the phenomenon is reviewed. Initial surprise at the findings was replaced by a conviction that the explanation lies in the culture of the mathematics classroom, specifically the rules implicitly governing the nature and interpretation of the word problem genre. This theoretical shift is reflected in Part Two. A detailed analysis of the way in which word problems are currently taught in typical mathematical classrooms is followed by reviews of design experiments illustrating how, by immersing students in a fundamentally changed learning environment, they can acquire what the authors consider to be more appropriate conceptions about, and strategies for doing, word problems. Part Three turns to a wider discussion of theoretical issues, a further analysis of the features of the educational system considered responsible for outcomes detrimental to many students' understanding and conception of mathematics, and suggestions for rethinking the role of word problems within the curriculum.

Table of Contents:
Part 1: Suspension of Sense-making: Documenting the Phenomenon Chapter 1: Examples of Suspension of Sense-making in the Mathematics Classroom Chapter 2: Suspension of Sense-making: Ascertaining the Problem Chapter 3: Effects of Alerting Students about Problematic Word Problems Chapter 4: Increasing the Authenticity of the Experimental Setting Part 2: The Educational Environment: Analysis and Reform Chapter 5: The Effects of Traditional Mathematics Education Chapter 6: Beyond Ascertaining Studies: Applying the Modeling Perspective Part 3: Word Problems from a Modeling Perspective Chapter 7: Mathematical Modeling of Aspects of Reality Chapter 8: Socio-cultural Contexts of Word Problems Chapter 9: Reconceptualizing the Role of Word Problems


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Product Details
  • ISBN-13: 9789026516283
  • Publisher: Taylor & Francis Ltd
  • Publisher Imprint: Swets & Zeitlinger
  • Language: English
  • No of Pages: 224
  • Series Title: Contexts of Learning
  • ISBN-10: 9026516282
  • Publisher Date: 01 Jan 2000
  • Binding: Hardback
  • No of Pages: 224
  • Returnable: N
  • Weight: 476 gr


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