Problem-appropriate diagram instruction for improving mathematical word problem solving

The use of diagrams can be effective in solving mathematical word problems solving. However, students worldwide do not construct diagrams unprompted or have trouble using them. In the present study, the effects of problem-appropriate diagram use instruction were investigated with an adaptation of th...

Celý popis

Uložené v:
Podrobná bibliografia
Vydané v:Frontiers in psychology Ročník 13; s. 992625
Hlavní autori: Ayabe, Hiroaki, Manalo, Emmanuel, Vries, Erica de
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Frontiers Media 03.10.2022
Frontiers Media S.A
Predmet:
cognitive load
Cognitive science
Education
Humanities and Social Sciences
instructional methods
mathematical word problem solving
multiple baseline design
Psychology
representational effect
self-constructed diagrams
ISSN:1664-1078, 1664-1078
On-line prístup:Získať plný text
Tagy: Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
Popis
Shrnutí:The use of diagrams can be effective in solving mathematical word problems solving. However, students worldwide do not construct diagrams unprompted or have trouble using them. In the present study, the effects of problem-appropriate diagram use instruction were investigated with an adaptation of the multiple baseline design method. The instruction for using line diagrams, tables, and graphs was provided to 67 junior high school students in a staggered manner and the effects on problem solving of three different types of problems was examined. The results showed that use of problem-appropriate diagrams increased and persisted over time. More importantly, the instruction led to increases in problem solving performance and to decreases in perceived cognitive load. These findings support the argument that effective diagram use depends on the acquisition not only of declarative knowledge, but also sufficient procedural and conditional knowledge.
Bibliografia:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 23
This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology
Edited by: Yiming Cao, Beijing Normal University, China
Reviewed by: Na Li, Central China Normal University, China; Yuri Sato, The University of Tokyo, Japan
ISSN:1664-1078
1664-1078
DOI:10.3389/fpsyg.2022.992625