How Students “Unpack” the Structure of a Word Problem: Graphic Representations and Problem Solving

By Kellah M. Edens, Ellen F. Potter. 2008

80 citations recorded by the source corpus.

Subfields: Automotive Engineering, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cbe9ba34286057437a4940b6b632fcd0d5c57e12

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In Automotive Engineering

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, background): “…contrast to pictorial representations of problems that include concrete but irrelevant details that “are superfluous to solution of the math problem” (Edens & Potter, 2006, p. 186), schematic representations allow students to look beyond surface features of word problems to interpret and elaborate…”
What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5 (2013, background): “While recent literature on best practices for problem solving in mathematics is prolific (Cifarelli & Sheets, 2009; Edens & Potter, 2008; Immergut, 2003; Sanchez, Encinas, Fernandez, & Sanchez, 2002), no current information was found on how elementary teachers are addressing mathematical word…”
Impact of Small-Group Tutoring Interventions on the Mathematical Problem Solving and Achievement of Third-Grade Students With Mathematics Difficulties (2013, methodology): “…(e.g., Change) is used as a vehicle to understand the mathematical relations between objects described in the problem text, and the problem is represented using schematic diagrams that “include germane information from the problem supportive of problem solution” (Edens & Potter, 2006, p. 186).”
Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions. (2011, background): “…of schematic (abstract) representations is associated with mathematical problem-solving success, whereas the use of pictorial (concrete) representations is negatively correlated with problem-solving success (Edens & Potter, 2007, 2008; Hegarty & Kozhevnikov, 1999; van Garderen & Montague, 2003).”
Schema-Based Instruction for Mathematical Word Problem Solving: An Evidence-Based Review for Students With Learning Disabilities (2020, background): “The variety of visual representations has encouraged researchers to determine what type of visual representations best support the understanding and mastery of mathematical concepts for students with LD (Edens & Potter, 2008; Hegarty & Kozhevnikov, 1999; van Garderen, 2007).”
The Process of Probability Problem Solving: Use of External Visual Representations (2010, background): “Some recent studies on the spontaneous use of external visual representations in mathematics problem solving (e.g., de Hevia & Spelke, 2009; Edens & Potter, 2008; Uesaka, Manolo, & Ichikawa, 2007) suggest that external representations are facilitative in the problem-solving process, although these…”
The role of visual representation type, spatial ability, and reading comprehension in word problem solving: An item-level analysis in elementary school children (2014, background): “…representations, on other hand, do contain a coherent image of the problem situation hidden in the word problem, including the relations between the solution-relevant elements (Edens & Potter, 2008; Hegarty & Kozhevnikov, 1999; Kozhevnikov, Hegarty, & Mayer, 2002; Van Garderen & Montague, 2003).”