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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p114702_index.html Direct Link: HTML Code:

Tchoshanov, Mourat. "Impact of instructional setting, problem posing, and language on elementary school students’ performance in solving mathematical word problems" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico, Nov 09, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p114702_index.html>

Tchoshanov, M. A. , 2006-11-09 "Impact of instructional setting, problem posing, and language on elementary school students’ performance in solving mathematical word problems" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, TBA, Mérida, Yucatán, Mexico Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p114702_index.html

Publication Type: Short Oral Report Abstract: The study examines an impact of instructional setting, problem posing, and language on elementary school students' ability to solve word problems. Research sample consisted of 141 second graders from an urban southwestern public school with predominantly Hispanic student population. Data collection conducted through the use of a short and extended version of a ‘trick’ word problem which was posed in English in a monolingual class, and both English and Spanish – in a bilingual class. The short version was introduced as a mathematics word problem whereas extended version was presented as a reading assignment. In some of the groups (both monolingual and bilingual) a brief direction statement “Read everything carefully!” was given to the students. The paper discusses the results of this study with regard to impact of different variables on students' problem solving performance.

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