Arithmetic problem solving; Analogical Transfer; Content effect
Abstract :
[en] The underlying assumption was that the nature of the variable involved in an arithmetical problem in which there are several solving strategies influences the construction of the representation and might force the strategy used, hiding the possibilities to become aware of others (Gamo, Taabane & sander, 2011). This study intended to lead pupils to build an alternative representation than those spontaneously induced by the statement.
It investigated the role of training of semantic recoding based on an analogy between the problems and a comparison of strategies to facilitate transfer of problem-solving strategies in problems sharing the same formal mathematical structure but differing in semantic representation
Disciplines :
Education & instruction
Author, co-author :
Gamo, Sylvie ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Nogry, Sandra
Sander, Emmanuel
External co-authors :
yes
Language :
English
Title :
Promoting the construction of alternative representations in arithmetic problem solving with 4th and 5th grade pupils
Publication date :
March 2013
Event name :
5th annual expert meeting on mathematical thinking and learning of the Netherlands, Belgium, and Luxembourg
