A Deeper Look into Word Problems

Date

2020-11

Contributor

Advisor

Department

Instructor

Depositor

Speaker

Researcher

Consultant

Interviewer

Narrator

Transcriber

Annotator

Journal Title

Journal ISSN

Volume Title

Publisher

University of Hawaiʻi — West Oʻahu

Volume

Number/Issue

Starting Page

Ending Page

Alternative Title

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).

Description

A student presentation to the Fall 2020 Student Research and Creative Works Symposium

Keywords

Citation

Extent

1 page

Format

Geographic Location

Time Period

Related To

Related To (URI)

Table of Contents

Rights

Attribution-NonCommercial-NoDerivs 3.0 United States

Rights Holder

Local Contexts

Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.