The aim of this work is to get acquainted with the issue of solving word problems by means of equations, to state and to analyse various ways of solving them. The thesis also includes the comparison of strategies for solving word problems that are selected by students who have been already taught the given type of the equation, and students who have not yet mastered these procedures. The introductory part of the work deals with word problems in general. There the terms such as the word problems, procedures, methods and strategies used for solving word problems are specified. In the next part of the text, the basic types of equations are characterized. For each type of the equation, one typical word problem was selected and it was experimentally found out which solving strategies were used by students most often. Keywords: word problem, algebraic equation, non-algebraic equation, system of equations

Neste trabalho, estudamos os grupos de tranças em superfícies visando encontrar apresentações para estes grupos em superfícies fechadas orientáveis de gênero g >= 1 ou superfícies fechadas não orientáveis de gênero g >= 2. Uma consequência destas apresentações é resolvermos o problema da palavra, que consiste em encontrar um algoritmo para decidir quando uma dada palavra num grupo definido por seus geradores e suas relações é a palavra trivial / In this work, we find presentations for surface braid groups either in closed orientable surfaces of genus g >= 1 or in closed non-orientable surfaces of genus g >= 2. A consequence of this presentations is to solve the word problem, which consists in finding an algorithm to decide when a given word in a group defined by its generators and its relations is the trivial word

Neste trabalho, estudamos os grupos de tranças em superfícies visando encontrar apresentações para estes grupos em superfícies fechadas orientáveis de gênero g >= 1 ou superfícies fechadas não orientáveis de gênero g >= 2. Uma consequência destas apresentações é resolvermos o problema da palavra, que consiste em encontrar um algoritmo para decidir quando uma dada palavra num grupo definido por seus geradores e suas relações é a palavra trivial / In this work, we find presentations for surface braid groups either in closed orientable surfaces of genus g >= 1 or in closed non-orientable surfaces of genus g >= 2. A consequence of this presentations is to solve the word problem, which consists in finding an algorithm to decide when a given word in a group defined by its generators and its relations is the trivial word

Studien behandlar sex elevers erfarenheter av matematiska textuppgifter där frågans placering varierar. Det undersöks eftersom tidigare forskning inte har undersökt frågans placering utifrån elevernas perspektiv. Tidigare forskning har enbart undersökt elevers lösningar av textuppgifter där frågeplaceringen varierat. Syftet med studien var att undersöka hur sex elever i årskurs 5 erfar matematiska textuppgifter med två olika placeringar av frågan, i slutet och i början av uppgifterna. Undersökningen hade fenomenologi som vetenskaplig teori. I studien intervjuades sex elever medan de löste sex textuppgifter med varierad placering av frågan. Under intervjuerna svarade eleverna på frågor som bland annat berörde textuppgifternas svårighetsgrad och frågans placering. Resultatet av studien visar att elevernas tillvägagångssätt för att lösa uppgifterna inte skilde sig i förhållande till frågans placering. De textuppgifter som eleverna ansåg var svårast hade frågan i början. När frågan var i början ansåg flertalet elever att de, när de läste uppgiften, fokuserade på vad som skulle räknas ut. Trots det föredrog eleverna textuppgifter med frågan i slutet eftersom de var vana vid det. Slutsatsen som kan dras av studien är att eleverna föredrog att frågan var i slutet av skriftliga textuppgifter. / This study discusses six students' experiences of mathematical word problems with different locations of the questions. This was investigated because previous research has not investigated the students' perspectives of question placement. Previous research has only investigated students' solutions of word problems with different locations of the questions. The aim of this study was to investigate how six students, between 11 and 12 years old, in 5th grade experienced mathematical word problems with different locations of the question. The question was either located in the end or in the beginning of the word problem. The study had phenomenology as a scientific theory. This study was done by interviewing each one of the six students while they solved six written mathematical word problems with different location of the question. During the interviews, the students answered questions about for example the difficulty of the word problems and question placement. The result of the study showed that the students' methods to solve the word problems did not differ in relation to where the question was located. The most difficult word problems according to the students had the question in the beginning. The difficulty of the word problems was also affected by which type of problem it was; change problem, combine problem or compare problem. When the question was located in the beginning of the word problem most students perceived that they focused on the calculation of the problem. However, the students preferred word problems with the question in the end because they were used to that. The conclusion is that students preferred the question in the end of written word problems.

Children with intellectual disabilities are often denied exposure to mathematical word-problem solving since it is believed to beyond their intellectual abilities. This study aimed to determine whether children with intellectual disabilities could be taught to solve subtraction word-problems. The underlying premise of this study was that the receptive mathematical language skills of children with intellectual disabilities needed to be enhanced so as to optimize their word-problem solving abilities. This was undertaken through the implementation of a mathematical aided language stimulation programme (MAiLgS). This programme aimed to maximise exposure to and understanding of the mathematical language of word-problems for children with intellectual disabilities through simultaneous exposure to spoken input and visual supports. Two strategies were combined to form the MAiLgS programme. The first strategy referred to Goossens’ (1989) principles of aided language stimulation whereby graphic symbols in the form of Picture Communication Symbols (PCS symbols) (Johnson, 1981) and spoken input were utilized to expound upon and clarify the vocabulary comprising word-problems. Riley, Greeno and Heller’s model of word-problem solving (1983) was used to structure the three types of subtraction word-problems and to provide visual support in calculating the word-problem solutions. Seven children with intellectual disabilities aged between 8;0 and 12;0 were taught to solve the subtraction word-problems in a small group format. A multiple baseline design across behaviours (three types of subtraction word-problems) replicated across seven participants was used. The MAiLgS programme entailed teaching each of the three types of subtraction word-problems over a period of three weeks, with one word-problem type being taught each week. Participants’ subtraction-word problem solving was monitored daily using probe tests. Three maintenance probes were conducted four weeks after intervention stopped. Four of the seven participants demonstrated improved subtraction word-problems solving for the three types of subtraction word-problems. The remaining three participants demonstrated minimal change in their ability to solve the word-problems. The results of this study suggest that a MAiLgS programme may be used in a small group format to teach word-problem solving to children with intellectual disabilities. / Thesis (PhD)--University of Pretoria, 2015. / tm2015 / Centre for Augmentative & Alternative Communication (CAAC) / PhD / Unrestricted

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016. / The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.

No description available.

The aim of this study was to examine the correlation between reading comprehension and word problem solving in mathematics. The study focuses on how linguistic inclusion or exclusion in primary classrooms affects students' performance in mathematics, mainly in the area of word problem solving. The search for articles have been made in the international databases ERIC and ERC with the keywords: mathematics, primary school, reading comprehension, mathematics education, primary education, primary classroom, reading skills, literacy. The selection of articles was made using a thematic content analysis described by Braun & Clarke (2006).  The result shows that reading comprehension has a decisive role in understanding and navigating word problem solving assignments. The result also indicates that a collaboration between different abilities such as reading comprehension, reasoning ability, logical thinking and arithmetic skills were significant in the outcomes. There were several factors that could affect reading comprehension skills and thus the students' performance. Some of them were the design of the tasks, the students' linguistic background and the access to linguistic aids (Can, 2020; Boonen et al., 2016; Fuchs et al., 2018; Gomez et al., 2020; Patel et al., 2023; Sibanda & Graven, 2018).

No description available.

<p>This meta-analysis aimed to investigate the effectiveness of instructional technology on mathematical word problem solving for elementary and middle school students with disabilities. This study examined specifically digital technology such as computers and tablets. From the article identification based on inclusion and exclusion criteria, a total of 21 studies were included in this study. The 21 included studies consisted of seven group design studies and 14 single-case design studies. This study computed an overall effect and analyzed moderators of group design studies (Hedges’ <em>g</em>) and single-case design studies (between-case standardized mean difference) in the same analyses. The overall effect of instructional technology on word problem solving across 21 studies was large (Hedges’ <em>g</em> = 1.18, 95% CI = 0.84, 1.52). The study characteristics, including publication years, intervention settings, intervention agents, technology devices, technology types, and mathematics topics, were found to moderate the effects of interventions. The four studies, which assessed the generalization of word problem solving skills learned from the instructional technology to the standardized assessments, showed a near moderate effect (Hedges’ <em>g</em> = 0.49, 95% CI = 0.09, 0.9). Limitations of this study and directions for research are discussed.  </p>