College students and algebra story problems: Strategies for identifying relevant information

Reading Psychology

Volumn 27, Issue 2-3, 2006, Pages 95-125

  Cook, Joan Littlefield ^a  

^a UNIVERSITY OF WISCONSIN WHITEWATER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33744917245     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1002/0470871822.ch5     Document Type: Article

References (40)

1. Bjorklund, D. F., & Coyle, T. R. (1995). Utilization deficiencies in the development of memory strategies. In F. E. Weinert & W. Schneider (Eds.), Memory performance and competencies: Issues in growth and development (pp. 161-180). Mahwah, NJ: Erlbaum.
2. Briars, D. L., & Larkin, J. H. (1984). An integrated model of skill in solving elementary word problems. Cognition and Instruction, 1, 245-296.
3. Carpenter, T. P., Lindquist, M. M., Brown, C. A., Kouba, V. L., Silver, E. A., & Swafford, J. O. (1988). Results of the fourth NAEP assessment of aathematics: Trends and conclusions. Arithmetic Teacher, 36(4:), 38-41.
4. Cook, J. L., & Rieser, J. J. (2005). Finding the critical facts: Children's visual scan patterns when solving story problems that contain irrelevant information. Journal of Educational Psychology, 97, 224-234.
5. Cook, J. L., & Vaassen, M. J. (2001, April). Children with learning disabilities in mathematics: Strategies for discriminating relevant from irrelevant information. Paper presented at the biennial meeting of the Society for Research in Child Development, Minneapolis, MN.
6. Coyle, T. R., & Bjorklund, D. F. (1997). Age differences in, and consequences of, multiple- and variable-strategy use on a multitrial sort-recall task. Developmental Psychology, 33, 372-380.
7. DeCorte, E., Verschaffel, L., & Eynde, P. O. (2000). Self-regulation: A characteristic and a goal of mathematics education. In M. Bockaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 687-726). San Diego, CA: Academic Press.
8. Flavell, J. H. (1970). Developmental studies of mediated memory. In H. W. Reese & L. P. Lipsett (Eds.), Advances in child development and behavior (Vol. 5, pp. 181-211). New York: Academic Press.
9. Fuller, G. (1977). College algebra. New York: Van Nostrand Reinhold.
10. Hall, R. P., Kibler, D., Wenger, E., & Truxaw, C. (1989). Exploring the episodic structure of algebra story problems. Cognition and Instruction, 6, 223-283.
11. Hyönä J., Lorch, R. F., & KaakinenJ. K. (2002). Individual differences in reading to summarize expository text: Evidence from eye fixation patterns. Journal of Educational Psychology, 94, 44-55.
12. Justice, E. M., Baker-Ward, L., Gupta, S., & Jannings, L. R. (1997). Means to the goal of remembering: Developmental changes in awareness of strategy use-performance relations. Journal of Experimental Child Psychology, 65, 293-314.
13. Kaakinen, J. K., Hyönä J., & Keenan, J. M. (2004). How prior knowledge, WMC, and relevance of information affect eye fixations in expository text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29, 447-457.
14. Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge UK: Cambridge University Press.
15. Kintsch, W., & Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychological Review, 92, 109-129.
16. Koedinger, K. R., & Nathan, M. J. (2004). The real story behind story problems: Effects of representations on quantitative reasoning. The Journal of the Learning Sciences, 13, 129-164.
17. Kouba, V. L., Brown, C. A., Carpenter, T. P., Lindquist, M. M., Silver, E. A., & Swafford, J. O. (1988). Results of the fourth NAEP assessment of mathematics: Number, operations, and word problems. Arithmetic Teacher, 35(8), 14-19.
18. Kouba, V. L., &: Wearne, D. (2000). Whole number properties and operations. In E. A. Silver & P. A. Kenney (Eds.), Results from the seventh mathematics assessment of the national assessment of educational progress (pp. 141-161). Reston, VA: National Council of Teachers of Mathematics.
19. Littlefield, J., & Rieser, J. J. (1993). Semantic features of similarity and children's strategies for identification of relevant information in mathematical story problems. Cognition and Instruction, 11, 133-188.
20. Low, R., & Over, R. (1989). Detection of missing and irrelevant information within algebraic story problems. British Journal of Educational Psychology, 59, 296-305.
21. Low, R., & Over, R. (1993). Gender differences in solution of algebraic word problems containing irrelevant information. Journal of Educational Psychology, 85, 331-339.
22. Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 29-53). Mahwah, NJ: Erlbaum.
23. Miller, P. H. (1990). The development of strategies of selective attention. In D. F. Bjorklund (Ed.), Children's strategies: Contemporary views of cognitive development (pp. 157-184). Hillsdale, NJ: Erlbaum
24. Miller, P. H., & Seier, W. L. (1994). Strategy utilization deficiencies in children: When, where, and why. In H. W. Reese (Ed.), Advances in child development and behavior (Vol. 25, pp. 107-156). New York: Academic Press.
25. Moreau, S., & Coquin-Viennot, D. (2003). Comprehension of arithmetic word problems by fifth-grade pupils: Representations and selection of information. British Journal of Educational Psychology, 73, 109-121.
26. Muth, K. D. (1992). Extraneous information and extra steps in arithmetic word problems. Contemporary Educational Psychology, 17, 278-285.
27. Nathan, M.J., Kintsch, W., & Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cognition and Instruction, 9, 329-389.
28. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
29. Passolunghi, M. C., Cornoldi, C., & De Liberto, S. (1999). Working memory and intrusions of irrelevant, information in a group of specific poor problem solvers. Memory and Cognition, 27, 779-790.
30. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-561). Mahwah, NJ: Erlbaum.
31. Reese, H. W. (1962). Verbal mediation as a function of age level. Psychological Bulletin, 59, 502-509.
32. Riley, M. S., & Greeno, J. G. (1988). Developmental analysis of understanding language about quantities and of solving problems. Cognition and Instruction, 5, 49-101.
33. Schneider, W., & Bjorklund, D. F. (1998). Memory. In W. Damon (Ed.), Handbook of child psychology: Vol. 2: Cognition, perception, and language (pp. 467-521). New York: Wiley.
34. Siegler, R. S. (1996). Emerging minds: The process of change in children's thinking. New York: Oxford University Press.
35. Siegler, R. S. (1998). Memory development. In R. S. Siegler, Children's thinking (3rd ed., pp. 173-211). Upper Saddle River, NJ: Prentice Hall.
36. Siegler, R. S. (2000). Unconscious insights. Current Directions in Psychological Science, 9, 79-83.
37. Siegler, R. S., & Jenkins, E. A. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.
38. Siegler, R. S., & Stern, E. (1998). Conscious and unconscious strategy discoveries: A microgenetic analysis. Journal of Experimental Psychology: General, 127, 377-397.
39. Weaver, C. A., &: Kintsch, W. (1992). Enhancing students' comprehension of the conceptual structure of algebra word problems. Journal of Educational Psychology, 84, 419-428.
40. Winsler, A., & Naglieri, J. (2003). Overt and covert verbal problem-solving strategies: Developmental trends in use, awareness, and relations with task performance in children aged 5 to 17. Child Development, 74, 659-678.