Impact of Personalization of Mathematical Word Problems on Student Performance
By Erica Bates, Lynda R. Wiest. The Mathematics Educator, 2015
78 citations recorded by the source corpus.
This research investigated the impact of personalizing mathematical word problems using individual student interests on student problem-solving performance. Ten word problems were selected randomly from a mathematics textbook to create a series of two assessments. Both assessments contained problems exactly as they appeared in the textbook and problems that were personalized using student interests based on student-completed interest inventories. Fourth-grade students’ scores on the non-personalized and personalized problems were compared to investigate potential achievement differences. The scores were then disaggregated to examine the impact of reading ability and problem type on the treatment outcomes. The results showed no significant increase in student achievement when the personalization treatment was used regardless of student reading ability or word problem type (t = –.10, p = .46).
Subfields: Applied Mathematics, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/fc4f61f1692e33eac490b2723ff197d5b6be792b
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Citations in the corpus
- The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “In this line of research, studies have investigated whether personalizing the problems increases students’ interest in working with the problems (Bates & Wiest, 2004; Høgheim & Reber, 2015).”
- What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5 (2013, background): “…effects, such as those elucidated in professional literature on reading and writing with mathematics (Gutstein, 2006), using real life contexts (Bates & Wiest, 2004), personalized story problems (Hart, 1996), and using manipulatives with writing and discussing mathematics (Kosko & Wilkins,…”
- The Role of Situational Interest in Personalized Learning (2018, background): “There are a number of recent studies that have found no effect for personalization on performance or learning (Bates & Wiest, 2004; Cakir & Simsek, 2010; Høgheim & Reber, 2015; Ku & Sullivan, 2000; Simsek & Cakir, 2009), and one recent study that actually suggested a slight negative effect…”