Words and worlds : modelling verbal descriptions of situations

By Lieven Verschaffel. 2009

100 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ce6c17d077f2aa6c651ece086c0e101e9f19b1f3

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Citations in the corpus

“How Real People Really Need Mathematics in the Real World”—Authenticity in Mathematics Education (2018, background): “Palm [22] made a different list and defined authenticity in tasks according to the aspects of the event (might the event occur in real life?), the question (might the question be posed in that event?), the purpose, the information/data (are the data corresponding to real life data?), the presentatio”
The Impact of Illustrations and Warnings on Solving Mathematical Word Problems Realistically (2014, background): “The findings of Greer (1993) and Verschaffel et al. (1994) have been replicated in many countries (for an overview, see Verschaffel et al., 2000, 2009).”
Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance (2018, methodology): “…for students to take realistic considerations; and by changing the setting in which problem-solving takes place (Cooper & Harries, 2002, 2003; DeFranco & Curcio, 1997; Dewolf, Van Dooren, & Verschaffel, 2011; Palm, 2009; Reusser & Stebler, 1997; Verschaffel et al., 2000; Wyndhamn & Säljö, 1997).”
Survey on the State of the Art (2016, background): “…at school develop the belief in learners that there is a huge gap between solving a word problem at school and solving a comparable problem in the real world outside school, making it counterproductive to rely on one ’ s experiential knowledge about the problem situation (Verschaffel et al. 2009).”
Transitions in Mathematics Education (2016, background): “While several of these studies have reported successes in terms of learner outcomes, they also point to many difficulties—mathematical, pedagogical and managerial— that occur when teachers try to implement these novel modelling tasks and their accompanying pedagogies in the mathematics classroom (Ve”