# Write a word problem using 9 as a factor

While the distinction between algebra and arithmetic WPs is important for investigation and evaluation, in this review we concentrate mainly on arithmetic WPs.

At the vocabulary level, comprehension difficulties which result in problem solving difficulties for English language learners may stem from the presence of unfamiliar low-frequency words, polysemous words, idiomatic or culturally specific lexical references. The correlation between object relations and mathematical operations has been argued to reflect a structural correspondence between semantic and mathematical relations Bassok et al.

Order-consistent problems result in better performance Searle et al.

## Multiplication word problems for grade 1

However, the distinction is not that straightforward, as in some cases both methods can be applied. Since the arithmetic problem has to be solved in the end, numerical representations and arithmetic processes will also play an important role in the solution process. Algebra WPs typically require translation into a mathematical formula, whereas arithmetic WPs are solvable with simple arithmetic or even mental calculation. This suggests that other factors like solution strategies and building up a mental model of the task also play a major role for the WP performance. For example Boonen et al. For instance, Change problems [cf. An important foundation of those approaches is that solving WPs is not a simple translation of problem sentences into equations Paige and Simon, In terms of the broader task context, the required or expected way of responding to the WP has a big influence, especially for the domain of multiplication and division with rational numbers as argued in De Corte et al. The first theories on WP solution processes Kintsch and Greeno, have drawn on the text comprehension theories of Mayer and Van Dijk and Kintsch At the discourse structure level, specifically in terms of discourse ordering, the correspondence between the order in which numerical data is presented in the WP and the order in which it can be used to solve it has been shown to be a major predictive variable.

The pitcher started 20 games, so how many games did he win? Because verbal cues so often lead to default mathematical interpretation Nesher,even small differences in phrasing in cue words can cause significant changes in performance LeBlanc and Weber-Russell, However, the distinction is not that straightforward, as in some cases both methods can be applied.

### Write a word problem using 9 as a factor

Thus changes in wording can influence representation De Corte et al. A problem can thus be reworded by adding verbal clues which make the semantic relations more salient so that the underlying mathematical relation is more explicit. In addition, there is a strong tendency among both students and teachers to exclude real-world knowledge from their WP solution Verschaffel et al. At the discourse structure level, specifically in terms of discourse ordering, the correspondence between the order in which numerical data is presented in the WP and the order in which it can be used to solve it has been shown to be a major predictive variable. School WPs also support stereotypical thinking: WPs do not resemble problems in real-world situations Yee and Lee, Eye tracking studies have shown that subjects tend to focus on linguistic verbal cues and perform translation directly to the mathematical operation e. References Purple Math: Translating Word Problems: Keywords About the Author Kathryn Hatter is a veteran home-school educator, as well as an accomplished gardener, quilter, crocheter, cook, decorator and digital graphics creator.

Solve the problem yourself to make sure you know the correct answer. Carpenter et al. Division problems usually involve functionally related objects e.

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