STUDENTS MISCOMPREHENSION OF RELATIONAL STATEMENTS IN ARITHMETIC WORD-PROBLEMS
STUDENTS MISCOMPREHENSION OF RELATIONAL STATEMENTS IN ARITHMETIC WORD-PROBLEMS
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DOI：
10.1037/0022-0663.79.4.363
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发表时间：
1987-12-01
影响因子：
4.9
通讯作者：
MAYER, RE
中科院分区：
文献类型：
--
作者：
LEWIS, AB;MAYER, RE
我们研究了学生在理解算术应用题中的关系陈述方面的困难，例如“Chevron 的汽油比 ARCO 的汽油每加仑多 5 美分”。在实验1中，学生被要求写出包含关系语句的算术应用题的完整解决过程。当所需的算术运算与语句的关系项不一致时，例如当关系项大于时必须进行减法，学生更有可能误解关系语句。当关系术语被标记（例如，小于）而不是未标记（例如，大于）时，这种效果会被放大。在实验 2 中，向学生提供有关两个变量的信息，并要求学生生成一个陈述来表达它们之间的关系。学生倾向于使用未标记而不是标记的比较术语来产生关系陈述。最后，我们提出了一个单词问题理解过程的模型，该模型使用图式作为理解的指南。在这种概念化中，当关系陈述中的术语顺序与图式中的术语顺序冲突时，学生更有可能犯理解错误。
We examined students' difficulties in comprehending relational statements in arithmetic word problems, such as “Gas at Chevron is 5 cents more per gallon than gas at ARCO.” In Experiment 1, students were asked to write their complete solution processes for arithmetic word problems containing relational statements. Students were more likely to miscomprehend a relational statement when the required arithmetic operation was inconsistent with the statement's relational term, such as having to subtract when the relational term was more than. This effect was magnified when the relational term was marked (eg, less than) rather than unmarked (eg, more than). In Experiment 2, students were given information about two variables and asked to generate a statement expressing the relation between them. Students tended to produce relational statements by using unmarked rather than marked comparative terms. Finally, we present a model of word problem comprehension processes that uses schemata as guides to comprehension. In this conceptualization, students are more likely to make comprehension errors when the order of terms in the relational statement conflicts with the order of terms in their schemata.