The Model Method: Singapore Children's Tool for Representing and Solving Algebraic Word Problems

By S. Ng, Kerry Lee. 2009

177 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d27cd3af134a41c73bd7a657b8fc797fee34cd81

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Citations in the corpus

Analysis Problem Solving in Mathematical Using Theory Newman (2017, background): “On a separate issue, current research also reports the following difficulties regarding problem-solving word-solving skills skills (Ng & Lee, 2009): lack of understanding of the meaning of algebraic symbols; barriers to accurately transform data provided by natural language into mathematical…”
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, background): “Research suggests that visual representations support students’ visualization of mathematical ideas, especially when instruction is provided that meaningfully connects the abstract mathematical concepts with the visual representations (Ng & Lee, 2009).”
Teaching and Learning About Whole Numbers in Primary School (2016, unknown): “A diagram that has attracted considerable interest in the study of problem solving is the Singapore Model Method (Ng and Lee 2009), which Murata (2008) sees as the same as the Tape Diagram used in Japan.”
The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties (2014, unknown): “…with controlled attention (inhibiting irrelevant information; see Censabella & Noël, 2008; Marzocchi, Lucangeli, De Meo, Fini, & Cornoldi, 2002; Ng & Lee, 2009; Passolunghi, Cornoldi, & De Liberto, 2001; Passolunghi & Siegel, 2001); therefore, strategies must be directly taught to help such…”
Making Connections among Student Learning, Content, and Teaching: Teacher Talk Paths in Elementary Mathematics Lesson Study. (2012, background): “The difference between these two approaches is what Ng and Lee (2009) call the difference between a problemsolving heuristic (student representation 2) and students’ tendency to use representations as algorithms (student representation 1).”