Making sense of word problems

340 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

The impact of preservice teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems (2002, background): “This main hypothesis was based on the general claim-supported in the research literature (e.g., De Corte et al., 1996; Fennema & Loef, 1992; Shulman, 1986; Thompson, 1992; Verschaffel & De Corte, 1997; Verschaffel et al., 2000)-that teachers' content-specific knowledge and skills shape their teachin”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “The process of modelling is typically depicted as a cyclic process that moves from the real world to the mathematical world and back to the real world, passing through different phases that are required to solve the problem (see, e.g., Blum & Leiss, 2007; Galbraith & Stillman, 2006; Verschaffel et a”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “The wide range of students’ modelling activities is described in modelling circles (Galbraith and Stillman 2006; Blum and Leiss 2007; Verschaffel et al. 2000) and implies, among other practices, the correct use of mathematical procedures or so-called intramathematical performance (Niss et al. 2007;…”