Tools to think with: Detecting different strategies in solving arithmetic word problems

International Journal of Computers for Mathematical Learning

Volumn 3, Issue 3, 1998, Pages 255-273

  Hershkovitz, Sara ^a   Nesher, Pearla ^b  

^a Centre for Educational Technology

^b UNIVERSITY OF HAIFA   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

COMPUTER SOFTWARE; NUMERICAL ANALYSIS;

WORD PROBLEMS;

PROBLEM SOLVING;

EID: 0032261119     PISSN: 13823892     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1009843026867     Document Type: Article

References (21)

1. Cardelle-Elawar, M. (1995). Effects of metacognitive instruction on low achievers in mathematics problems. Teaching & Teacher Education 11(1): 81-95.
2. Eylon, B.-S. and Reif, F. (1984). Effects of knowledge organization on task performance. Cognition and Instruction 1(1): 5-44.
3. Hershkovitz, S. and Nesher, P. (1996). The role of schemes in designing computerized environments. Educational Studies in Mathematics 30: 339-366.
4. Hershkovitz, S., Nesher, P. and Yerushalmy, M. (1990). Schemes for Problem Analysis (SPA). Tel Aviv: Centre for Educational Technology.
5. Larojie, S. and Derry, S. (Eds) (1993). Computers as Cognitive Tools. Hillsdale, NJ: Lawrence Erlbaum Association.
6. Leinhardt, G. (1987). Development of an expert explanation: An analysis of a sequence of subtraction lessons. Cognition and Instruction 4(4): 203-223.
7. Lester, J. and Frank, K. (1994). Musings about mathematical problem-solving research: 1970-1994. Journal for Research in Mathematics Education 25(6): 660-675.
8. Nesher, P. and Katriel, T. (1977). A semantic analysis of addition and subtraction word problems in arithmetic. Educational studies in Mathematics 8: 251-269.
9. Nesher, P. (1989). Microworlds in mathematical education: A pedagogical realism. In L. B. Resnick (Ed.), Knowing Learning and Instruction (pp. 187-215). Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Nesher, P. and Hershkovitz, S. (1994). The role of schemes in two-step problems: Analysis and research findings. Educational Studies in Mathematics 26: 1-23.
11. Polya, G. (1957). How to Solve It (2nd edn). NY: Doubleday.
12. Polya, G. (1981). Mathematical Discovery: On Understanding, Learning, and Teaching Problem Solving (2nd vols, Combined edn). NY: John Wiley & Sons.
13. Reusser, K. (1990). From text to situation to equation: Cognitive simulation and understanding and solving mathematical word problems. Learning and Instruction 2(2): 477-498.
14. Schoenfeld, A. H. and Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental Psychology: Learning, Memory, and Cognition 5: 484-494.
15. Schoenfeld, A. H. (1983), Episodes and executive decisions in mathematical problem solving. In R. Lesh and M. Landau (Eds), Acquisition of Mathematics Concepts and Processes. NY: Academic Press.
16. Schwartz, J. L. (1986a). The algebraic proposer: A mathematical environment for analysis, modeling and problem solving. ETC, Harvard.
17. Silver, E. A. (1979). Student perceptions of relateness among mathematical verbal problems. Journal for Research in Mathematics Education 10: 195-210.
18. Smith, M. U. (1990). Knowledge structures and the nature of expertise in classical genetics. Cognition and Instruction 7(4): 287-302.
19. Thompson, P. W. (1985). Experience, problem solving, and learning mathematics: Considerations in developing mathematics curricula. In E. A. Silver (Ed.), Teaching and Learning Mathematical Problem Solving. Hillsdale, NJ: Lawrence Erlbaum Associates.
20. White, B. Y. (1993). Thinkertools: Causal models, conceptual change, and science education. Cognition and Instruction 10(1): 1-100.
21. Yerushalmy, M. and Gilead, S. (1997a). Solving equation in a technological environment: Seeing and manipulating. Mathematics Teacher 90(2): 156-164.