The effect of rewording and dyadic interaction on realistic reasoning in solving word problems |
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| Affiliation: | 1. Department of Mathematics and Application “R. Caccioppoli”, Università Federico II di Napoli, Via Cintia, Monte S. Angelo I-80126, Napoli, Italy;2. Centre for Instructional Psychology, Katholieke Universiteit Leuven, Dekenstraat 2 Box 3773, B-3000 Leuven, Belgium;3. Centre for Instructional Psychology, Katholieke Universiteit Leuven, Dekenstraat 2 Box 3773, B-3000 Leuven, Belgium;1. Faculty of Education in Science and Technology, Technion – Israel Institute of Technology, Haifa 3200003, Israel;2. Faculty of Mathematics, Lewinski College of Education, Tel Aviv 6937808, Israel;3. Department of Mathematics, Technion – Israel Institute of Technology, Haifa 3200003, Israel;1. Department of Mathematics and Applied Mathematics, Virginia Commonwealth University, P.O. Box 2014, Richmond, VA 23284, United States;2. Department of Teaching and Learning, School of Education, Virginia Commonwealth University, P.O. Box 842020, Richmond, VA 23284, United States;3. School of Continuing and Professional Studies, University of Virginia, Charlottesville, VA 22904, United States;1. Iclon, Leiden University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Melbourne Graduate School of Education, The University of Melbourne, Australia;1. Departments of Mathematical Sciences and Teacher Education, University of Texas at El Paso, TX, USA;2. Department of Mathematics, The Universidad Autónoma de Ciudad Juárez, Mexico;3. Department of Methodology of Mathematics, Kazan Federal University, Russia;4. Department of Psychology, Kazan Federal University, Russia |
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| Abstract: | In this study we investigated the effect of the request to reword the text of problematic word problems on the occurrence of realistic answers. We proposed the activity of rewording four word problems to fifth-grade pupils either working individually or in dyads. We found that for one of the problems the rewording in dyads produced a strong increase in pupils’ realistic answers, for another one a small increase, and no increase at all for the other two. We also analysed pupils’ reworded texts in order to characterize the kind of information added. For all four problems the rewording in dyads produced richer texts in comparison to the individual rewording. Moreover, for the problems where an increase in realistic answers was observed, two particular kinds of information, named descriptive and action information, were added by dyads who answered realistically. |
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| Keywords: | Word problem solving Unrealistic reasoning Rewording Dyads Primary school |
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