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A Deeper Look into Word Problems

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dc.contributor.author Remata, Karli
dc.date.accessioned 2021-05-24T17:06:41Z
dc.date.available 2021-05-24T17:06:41Z
dc.date.issued 2020-11
dc.identifier.uri http://hdl.handle.net/10790/5673
dc.description A student presentation to the Fall 2020 Student Research and Creative Works Symposium
dc.description.abstract When having to learn mathematics, word problems are considered by many to be the most difficult concept for students to practice and master. A variety of skills need to be used simultaneously and in succession to determine: (1) what the questions are asking, (2) create equations to match the scenarios, and (3) solve the problems. Stereotypical word problems originate from textbooks that revolve around unrelatable scenarios and complicated situations that students will find difficulty in understanding. These word problems are often presented to students in ways that associate with the classroom practices that neglect to allow students to connect with what they are trying to solve (Bonotto, 2007). Teachers find that common practices and use of basic methods in word problems can be more detrimental towards student mathematical learning and not allowing room for critical thinking or relatable comprehension (Karp, et al., 2019).
dc.format.extent 1 page
dc.language.iso English
dc.publisher University of Hawaiʻi — West Oʻahu
dc.rights Attribution-NonCommercial-NoDerivs 3.0 United States
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.title A Deeper Look into Word Problems
dc.type Presentation
dc.type.dcmi text
Appears in Collections: Fall 2020


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