Poster #2 - A Simple Yes or No? How Word Problem Design Affects Student Sense-Making

• In Event: 61.072 - MTCC Poster Session 13
  In Poster Session: 61.072-1 - Poster Session in Mathematics Teaching and Learning

Abstract

A well-established finding in mathematical word problem solving research is that students frequently do not make sense of traditional “textbook” word problems. They will often neglect any impact of their own real-world knowledge and provide nonsensical responses (e.g. they may respond to a problem saying “a school needs to order 12.5 buses for a field trip.”) This study aimed to investigate the impact of rephrasing the question of a word problem on students’ sense-making. Using an individual randomized controlled trial design, 229 middle school students solved a set of rewritten (or control) word problems in class. Students in the rewritten condition demonstrated more sense-making on the assessment than in the control groups. Implications for curriculum and teacher practice are discussed.

Author

• Patrick Kirkland, University of Notre Dame