Modelling reality in mathematics classrooms: The case of word problems

Learning and Instruction

Volumn 7, Issue 4, 1997, Pages 293-307

  Greer, Brian ^a  

^a QUEEN'S UNIVERSITY BELFAST   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031489603     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(97)00006-6     Document Type: Article

References (43)

1. Baruk, S. (1989). We alt ist der Kapitan? Stuttgart: Birkhauser.
2. Brousseau, G. (1984). The crucial role of the didactical contract in the analysis and construction of situations in teaching and learning mathematics. In H. G. Steiner (Ed.), Theory of mathematics education (pp. 110-119). (Occasional paper 54). Bielefeld: IDM.
3. Caldwell, L. (1995). Contextual considerations in the solution of children's multiplication and division word problems. Unpublished thesis, School of Psychology, Queen's University, Belfast.
4. Carpenter, T. P., Lindquist, M. M., Matthews, W., & Silver, E. A. (1983). Results of the third NAEP mathematics assessment: Secondary school. Mathematics Teacher, 76, 652-659.
5. Davis, R. B. (1989). The culture of mathematics and the culture of schools. Journal of Mathematical Behavior, 8, 143-160.
6. Davis, P. J., & Hersh, R. (1981). The mathematical experience. Boston, MA: Birkhauser.
7. De Corte, E., Greer, B., & Verschaffel, L. (1996). Mathematics learning and teaching. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology. New York: Macmillan.
8. Donaldson, M. (1978). Children's minds. London: Fontana.
9. Eco, U. (1994). Six walks in the fictional woods. Cambridge, MA: Harvard University Press.
10. Educational Testing Service. (1994). Packets: Performance assessment for middle school mathematics. Lexington, MA: D.C. Heath.
11. Fischbein, E., Deri, M., Nello, M. S., & Marino, M. S. (1985). The role of implicit models in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 16, 3-17.
12. Fisher, J. (Ed.) (1975). The magic of Lewis Carroll. London: Penguin.
13. Freudenthal, H. (1991). Revisiting mathematics education. Dordrecht, The Netherlands: Kluwer.
14. Gravemeijer, K. P. E. (1994). Developing realistic mathematics education. Utrecht, The Netherlands: Freudenthal Institute, University of Utrecht.
15. Greer, B. (1993). The mathematical modeling perspective on wor(l)d problems. Journal of Mathematical Behavior, 12, 239-250.
16. Greer, B. (1995, August). Classroom culture and the interpretation of word problems. Paper presented at the Sixth European Conference for Research on Learning and Instruction, Nijmegen, The Netherlands.
17. Grice, H. P. (1975). Logic and conversation. In P. Cole and J. L. Morgan (Eds.), Speech acts (pp. 41-58). New York: Academic Press.
18. Hatano, G. (1988). Social and motivational bases for mathematical understanding. New Directions for Child Development, 41, 55-70.
19. Kilpatrick, J. (1987). Problem formulating: Where do good problems come from? In A. H. Schoenfeld (Ed.), Cognitive science and mathematics education (pp. 123-147). Hillsdale, NJ: Erlbaum.
20. Koblitz, N. (1981). Mathematics as propoganda. In L. A. Steen (Ed.), Mathematics tomorrow. New York: Springer.
21. Lesh, R., & Lamon, S. J. (1992). Assessing authentic mathematical performance. In R. Lesh & S. J. Lamon (Eds.), Assessments of authentic performance in school mathematics (pp. 17-63). Washington, DC: American Association for the Advancement of Science.
22. Nesher, P. (1980). The stereotyped nature of school word problems. For the Learning of Mathematics, 1 (1), 41-48.
23. Nunes, T., Schliemann, A. D., & Carraher, D. W. (1993). Street mathematics and school mathematics. Cambridge: Cambridge University Press.
24. Reusser, K. (1988). Problem solving beyond the logic of things: Contextual effects on understanding and solving word problems. Instructional Science, 17, 309-338.
25. Reusser, K. (1995, August). The suspension of reality and sense-making in the culture of school mathematics: The case of word problems. Paper presented at the Sixth European Conference for Research on Learning and Instruction, Nijmegen, The Netherlands.
26. Reusser, K. (1997). Every word problem has a solution - The social rationality of mathematical modelling in schools. Learning and Instruction, 7, 309 327.
27. Säljö, R. (1991). Learning and mediation: Fitting reality into a table. Learning and Instruction, 1, 261-272.
28. Säljö, R., & Wyndhamn, J. (1987). The formal setting as context for cognitive activities. An empirical study of arithmetic operations under conflicting premisses for communication. European Journal of Psychology of Education, 2, 233-245.
29. Säljö, R., & Wyndhamn, J. (1988). Cognitive operations and educational framing of tasks. School as a context for arithmetical thought. Scandinavian Journal of Educational Research, 32, 61-71.
30. Schank, R. C., & Abelson, R. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Erlbaum.
31. Schoenfeld, A. H. (1991). On mathematics as sense-making: An informal attack on the unfortunate divorce of formal and informal mathematics. In J. F. Voss, D. N. Perkins, & J. W. Segal (Eds.), Informal reasoning and education (pp. 311-343). Hillsdale, NJ: Erlbaum.
32. Selter, C. (1994). How old is the captain? Strategies, 5 (1), 34-37.
33. Silver, E. A., Shapiro, L. J., & Deutsch, A. (1993). Sense making and the solution of division problems involving remainders: An examination of middle school students' solution processes and their interpretations of solutions. Journal for Research in Mathematics Education, 24, 117-135.
34. Sowder, L. (1988). Children's solutions of story problems. Journal of Mathematical Behavior, 7, 227-238.
35. Staub, F. C., & Reusser, K. (1995). The role of presentational structures in understanding and solving mathematical word problems. In C. A. Weaver, III, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 285-305). Hillsdale, NJ: Erlbaum.
36. Thorndike, E. L. (1926). The psychology of arithmetic. New York: Macmillan.
37. Treffers, A. (1987). Three dimensions: A model of goal and theory description in mathematics education: The Wiskobas project. Dordrecht, The Netherlands: Reidel.
38. Wyndhamn, J., & Säljö, R. (1997). Word problems and mathematical reasoning - A study of children's mastery of reference and meaning in textual realities. Learning and Instruction, 7, 361-382.
39. Verschaffel, L., & De Corte, E. (in press). Teaching realistic mathematical modeling in the elementary school. A teaching experiment with fifth graders. Journal for Research in Mathematics Education.
40. Verschaffel, L., De Corte, E., & Borghart, I. (1997). Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. Learning and Instruction, 7, 339-359.
41. Verschaffel, L., De Corte, E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school word problems. Learning and Instruction, 4, 273 294.
42. Verschaffel, L., De Corte, E., & Lasure, S. (in press). Children's conceptions about the role of real-world knowledge in mathematical modeling of school word problems. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), Conceptual change. Hillsdale, NJ: Erlbaum.
43. Yoshida, H., Verschaffel, L., & De Corte, E. (1997). Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties? Learning and Instruction, 7, 329-338.