Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties?

Learning and Instruction

Volumn 7, Issue 4, 1997, Pages 329-338

  Yoshida, Hajime ^a   Verschaffel, Lieven ^b   De Corte, Erik ^b  

^a UNIVERSITY OF MIYAZAKI   (Japan)

^b UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0031498072     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(97)00007-8     Document Type: Article

References (22)

1. Cai, J., & Silver, E. A. (1994). Solution processes and interpretations of solutions in solving a division-with-remainder story problem: Do Chinese and U.S. students have similar difficulties? Journal for Research in Mathematics Education, 26, 491-497.
2. De Corte, E., Greer, B., & Verschaffel, L. (1996). Psychology of mathematics teaching and learning. In D. C. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 491-549). New York: MacMillan.
3. Greer, B. (1993). The modeling perspective on wor(l)d problems. Journal of Mathematical Behavior, 12, 239-250.
4. Greer, B. (1997). Modelling reality in the mathematics classroom: The case of word problems. Learning and Instruction, 7, 293-307.
5. Husén, T. (1967). International study of achievement in mathematics: A comparison of twelve countries (Vol. 1.) New York: Wiley.
6. Japanese Ministry of Education. (1989). A guidebook for Primary School Mathematics [in Japanese]. Tokyo: Toyookan Publisher.
7. Mayer, R. E., Tajika, H., & Stanley, C. (1991). Mathematical problem solving in Japan and the United States. A controlled comparison. Journal of Educational Psychology, 83, 69-72.
8. Reusser, K., & Stebler, R. (1997). Every word problem has a solution - The social rationality of mathematical modelling in schools. Learning and Instruction, 7, 309-327.
9. Robitaille, D. F., & Garden, R. A. (1989). The IEA Study of Mathematics II: Contexts and outcomes of school mathematics. Oxford: Pergamon Press.
10. Robitaille, D. F., & Travers, K. J. (1992). International studies of achievement in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 687-709). New York: Macmillan.
11. Romberg, T. A., Smith, M., Smith, S., & Wilson, L. (1992). The feasibility of using international data to set achievement levels for the national assessment of educational progress (Internal report). Madison, WI: National Center for Research in Mathematical Sciences Education.
12. Silver, E. A., Leung, S. S., & Cai, J. (1995). Generating multiple solutions for a problem: A comparison of the responses of U.S. and Japanese students. Educational Studies in Mathematics, 28, 35-54.
13. Silver, E., Shapiro, L. J., & Deutsch, A. (1993). Sense-making and the solution of division problems involving remainders: An examination of students' solution processes and their interpretations of solutions. Journal for Research in Mathematics Education, 24, 117-135.
14. Stevenson, H. W., Chen, & Lee, S.-Y. (1993), Mathematics achievement of Chinese, Japanese, and American children: Ten years later. Science, 259, 53-58.
15. Stevenson, H. W., & Stigler, J. W. (1992). The learning gap. Why our schools are failing and what can we learn from Japanese and Chinese education. New York: Summit Books.
16. Stevenson, H. W., Stigler, J. W., Lee, S.-Y., & Lucker, G. W. (1985). Cognitive performance and academic achievement of Japanese, Chinese, and American children. Child Development, 56, 718-734.
17. Stigler, J. W., Lee, S.-Y., & Stevenson, H. W. (1990). Mathematical knowledge of Japanese, Chinese, and American elementary school children. Reston, VA: National Council of Teachers of Mathematics.
18. Stigler, J. W., Lee, S.-Y., & Stevenson, H. W. (1987). Mathematics classrooms in Japan, Taiwan, and United States. Child Development, 58, 1272-1285.
19. Stigler, J. W., & Perry, M. (1988). Cross cultural studies of mathematics teaching and learning: Recent findings and new directions. In D. Grouws, T. J. Cooney, & D. Jones (Eds.), Perspectives on research on effective mathematics teaching (pp. 194-223). Hillsdale, NJ: Erlbaum.
20. Verschaffel, L., and 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:
21. Verschaffel, L., De Corte, E., & Lasure, S. (1994). Realistic considerations in mathematical modeling of school arithmetic word problems. Learning and Instruction, 4, 273-294.
22. 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.