Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?
Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?
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DOI：
10.1177/0022219408326211
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发表时间：
2009-03
影响因子：
3
通讯作者：
Fletcher JM
中科院分区：
文献类型：
--
作者：
Powell SR;Fuchs LS;Fuchs D;Cirino PT;Fletcher JM
本研究探讨了单词问题特征是否以及如果存在的话如何对问题难度产生不同的影响，作为数学难度 (MD) 状态的函数：无 MD (n = 109)、仅 MD (n = 109) 或 MD 与阅读困难相结合 (MDRD; n = 109)。问题特征是问题类型（总数、差异或变化）以及代表单词问题的数句中缺失信息的位置（第一、第二或第三位置）。三年级开始时，学生接受了 14 道应用题的评估。与数学认知因 MD 亚型而异的假设相一致，问题类型对 MDRD 学生和仅 MD 学生的问题难度的影响存在差异；然而，文字问题中缺失信息的位置却没有。讨论了 MD 子类型和教学的含义。
This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implications for MD subtyping and for instruction are discussed.
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影响因子：
3
作者：
Jordan, NC;Montani, TO
通讯作者：
Montani, TO
影响因子：
5.4
作者：
GROEN, GJ;PARKMAN, JM
通讯作者：
PARKMAN, JM
影响因子：
2.6
作者：
Hecht, SA;Torgesen, JK;Rashotte, CA
通讯作者：
Rashotte, CA
影响因子：
4.9
作者：
LEWIS, AB;MAYER, RE
通讯作者：
MAYER, RE
影响因子：
2.6
作者：
Geary, DC;Hoard, MK;Hamson, CO
通讯作者：
Hamson, CO