Changing representation in contextual mathematical problems from descriptive to depictive

Authors Kees Hoogland , Jaap de Koning , Arthur Bakker , Birgit Pepin , Koeno Gravemeijer
Published in Studies in Educational Evaluation
Publication date 2018
Research groups Mathematical and analytical competences of professionals
Type Article

Summary

Research on solving mathematical word problems suggests that students may perform better on problems with a close to real-life representation of the problem situation than on word problems. In this study we pursued real-life representation by a mainly depictive representation of the problem situation, mostly by photographs. The prediction that students perform better on problems with a depictive representation of the problem situation than on comparable word problems was tested in a randomised controlled trial with 31,842 students, aged 10–20 years, from primary and secondary education. The conclusion was that students scored significantly higher on problems with a depictive representation of the problem situation, but with a very small effect size of Cohen’s d = 0.09. The results of this research are likely to be relevant for evaluations of mathematics education where word problems are used to evaluate the mathematical capacity of students.

researchcomponents.publicationcontent.personslist.publicationauthors

  • Kees Hoogland
    • Professor
    • Research groups: Mathematical and analytical competences of professionals

Language English
Published in Studies in Educational Evaluation
ISBN/ISSN URN:ISSN:0191-491X
Key words Contextual mathematical problems, Numeracy, Descriptive, Depictive, Controlled randomised trial
Digital Object Identifier https://doi.org/10.1016/j.stueduc.2018.06.004
Page range 122-131

Kees Hoogland

Kees Hoogland

  • Professor
  • Research group: Mathematical and analytical competences of professionals