The real story behind story problems: Effects of representations on quantitative reasoning
The real story behind story problems: Effects of representations on quantitative reasoning
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DOI：
10.1207/s15327809jls1302_1
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发表时间：
2004-01-01
影响因子：
3.8
通讯作者：
Nathan, MJ
中科院分区：
文献类型：
--
作者：
Koedinger, KR;Nathan, MJ
本文探讨了问题表征的差异如何改变初级代数学生从事定量推理的表现和潜在的认知过程。与数学教育从业者和研究人员的看法相反，学生在解决简单的代数故事问题时比解决数学等价方程时更成功。与情境认知的一些观点相反，这一结果不仅仅是情境世界知识促进解决问题的结果，而是学生在理解定量关系的正式符号表示方面存在困难的结果。我们利用对学生策略和错误的分析，作为解释问题表征差异何时、为何以及如何影响问题解决的认知过程的基础。我们得出结论，当一种表征比另一种更容易理解，或者当一种表征比另一种更可靠、更有意义的解决策略时，外部表征的差异会影响表现和学习。
This article explores how differences in problem representations change both the performance and underlying cognitive processes of beginning algebra students engaged in quantitative reasoning. Contrary to beliefs held by practitioners and researchers in mathematics education, students were more successful solving simple algebra story problems than solving mathematically equivalent equations. Contrary to some views of situated cognition, this result is not simply a consequence of situated world knowledge facilitating problem-solving performance, but rather a consequence of student difficulties with comprehending the formal symbolic representation of quantitative relations. We draw on analyses of students' strategies and errors as the basis for a cognitive process explanation of when, why, and how differences in problem representation affect problem solving. We conclude that differences in external representations can affect performance and learning when one representation is easier to comprehend than another or when one representation elicits more reliable and meaningful solution strategies than another.