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"Word problems"
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Time word problems
\"Engaging narrative, vivid photographs, and real-world examples combine to teach readers how to solve time word problems. Readers will learn how to measure time intervals in minutes and represent authentic time problems on a number line diagram\"-- Provided by publisher.
Book
The Bounded and Precise Word Problems for Presentations of Groups
We introduce and study the bounded word problem and the precise word problem for groups given by means of generators and defining
relations. For example, for every finitely presented group, the bounded word problem is in
eBook
Length word problems
\"This book offers readers insight into solving length word problems. Designed to support the Common Core State Standards, this title includes strategies such as using drawings, symbols, and number lines solve problems. Real-world examples and engaging text make learning meaningful to young readers\"-- Provided by publisher.
Book
Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies
Arithmetic word problems are a staple in mathematical curricula yet give individuals of all ages difficulty. Successful word problem solving requires translating the problem into a symbolic arithmetic format. However, the linguistic component may make problem solving more complex and increase cognitive load, specifically the processes that interact with reading comprehension, such as working memory and inhibitory control. This comprehensive review examines the overall relationship between comprehension and word problem success, and how different linguistic factors and related cognitive processes impact word problem performance. We highlight the importance of cognitive processes by proposing models that spotlight the roles of inhibitory control and working memory in word problem performance. Furthermore, we emphasize the need for researchers and practitioners to rethink the strategies that are utilized in the development of word problem-solving skills.
Journal Article
Ready for word problems and problem solving
\"This book explains the steps of reading a problem, making a plan, solving the problem and checking your answer\"--Provided by publisher.
BOOK
Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis
Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.
Journal Article
Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners
The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We begin by describing a model that specifies how various cognitive resources, including working memory, contribute to individual differences in word-problem solving and by then summarizing findings on the relation between working memory and word-problem solving. This sets the context for the article’s main purpose and major section: to describe the findings of research studies that take one of two approaches for addressing the needs of students with low working memory within word-problem solving intervention. One approach focuses on
compensating
for working memory limitations; the other on
building
working memory capacity. We then suggest the need for research on integrating the two approaches by embedding working memory training within explicit word-problem solving intervention.
Journal Article
You can, toucan, math : word problem-solving fun
Math is made fun with the help of some colorful birds.
Book
Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling
The purpose of the present study is to clarify the contributions of cognitive skills (nonverbal reasoning, language comprehension, working memory, attention, processing speed) and academic skills (mathematics facts retrieval, mathematics computation, mathematics vocabulary, reading comprehension) in performing mathematics word problems among elementary school students. With the two-stage meta-analytic structural equation modeling approach, I synthesized 112 correlation matrices from 98 empirical studies (N = 111,346) and fitted the hypothesized partial mediation model. Overall, path analysis indicated that language comprehension, working memory, attention, mathematics vocabulary, and mathematics computation were unique predictors of word-problem solving. Subgroup analysis demonstrated different unique predictors for younger and older students to perform word problems (K-2nd grades versus 3rd–5th grades). Implications, limitations, and future directions are discussed.
Journal Article