Word problems: research and curriculum reform

By Douglas L. Morse, Susan R. Goldman. 2001

105 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6bc158548993f7ad23281bf1b8baf169071efb5e

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In Developmental and Educational Psychology

Citations in the corpus

Do realistic contexts and graphical representations always have a beneficial impact on students' performance? Negative evidence from a study on modelling non-linear geometry problems (2003, background): “…on the role of diagrammatic and pictorial representations in (mathematical) problem solving (Aprea & Ebner, 1999; Hall, Bailey, & Tillman, 1997; Reed, 1999; Vlahovic Stetic, 1999) as well as to the literature on the role of heuristics in skilled (mathematical) problem solving in general…”
How Students Understand Physics Equations (2001, background): “with the schemata (Reed, 1998). For example, Riley et al. (1983) listed four categories of arithmetic word problems: change, equalization, combine, and compare.”
What kinds of perceptions and daily learning behaviors promote students' use of diagrams in mathematics problem solving? (2007, background): “In mathematics education, the development of students’ abilities in solving math word problems has been an important topic (see, e.g., Polya, 1945; Reed, 1999; Schoenfeld, 1985, 1992).”
Pre-service Teachers' Preferred Strategies for Solving Arithmetic and Algebra Word Problems (2003, background): “unknowns (Filloy & Sutherland, 1996; Kieran, 1992; Reed; 1999; Wolters, 1976).”
The impact of preservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems (2002, methodology): “clear distinction between the types (Bednarz & Janvier, 1993, 1996; Reed, 1999).”
The transfer of abstract principles governing complex adaptive systems. (2003, background): “Abstractly related problems are more likely to be accessed when trying to solve a problem if the analogous problems also have superficial resemblances to the unsolved problem (Gentner, 1989; Gentner & Toupin, 1986; Holyoak & Koh, 1987; Keane, 1987; Ross, 1984, 1990; Reed, 1999).”
The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning (2004, background): “problem research (Reed, 1998), and algebra research (Bednarz, Kieran, & Lee, 1996; Kieran, 1992) do”
Learning by Mapping Across Situations (2012, background): “The derivation enabled me to see how my two different conceptual representations of mixtures were, in fact, different solutions to the same problem (Reed, 1999).”
The Symbol Precedence View of Mathematical Development: A Corpus Analysis of the Rhetorical Structure of Textbooks (2002, background): “…analysis because of recent advances in our knowledge base both about students’ algebraic thinking (Hegarty, Mayer, & Monk, 1995; Koedinger, Alibali, & Nathan, 2000; Koedinger & Nathan, 1999; Reed, 1999), and about teachers’ views of students’ algebraic thinking (Nathan & Koedinger, 2000a, 2000b).”