Impact of authenticity on sense making in word problem solving

By Torulf Palm. 2008

202 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/5409016338919a0351f43f272068d2d0bde8e8a8

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013, background): “…tasks (Boaler, 1994; Cooper & Dunne, 1998; Cooper & Harries, 2009; Inoue, 2005; Kazemi, 2002; Ladsen-Billings, 1995; Roth, 1996) and students may not engage in realistic sense-making when confronted with school tasks like word problems (Greer, 1997; Palm, 2008; Reusser & Stebler, 1997; Xin, 2009).”
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series (2014, background): “Prior studies have demonstrated that when students’ real-world knowledge is activated, students would have a better chance to solve problems and make sense of the abstract mathematical ideas (Baranes, Perry, & Stiegler, 1989; Palm, 2008).”
“How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education (2018, methodology): “In the experiment by Palm, the students in the experimental group were asked to fill in an order sheet from an imaginary bus company [20].”
"Playing the game" of story problems: Coordinating situation-based reasoning with algebraic representation (2012, background): “…or that require “practical considerations,” students largely adhere to the norms of schooling, making the assumption that all story problems are of a stereotyped nature and have a direct computational answer based on the given numbers (Greer, 1997; Palm, 2008; Reusser & Stebler, 1997; Xin, 2009).”
Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance (2018, background): “There are indications from several studies that this effect might be counteracted or avoided by making the problem situations or the representation of the problem situations more authentic for the students (Palm, 2002, 2006, 2008, 2009; Verschaffel et al., 2009).”