“I added the numbers, it’s math!”: how sense-making in “Age
of the Captain “problems differs between a mathematics classroom and a language
classroom
By
Molina, Natalia; Strohmaier, Anselm R; Reiss, Kristina M
SUMMARY
The article explores the use of
nonsensical problems in solving word problems to get the step-by-step approaches
and influencers of making sense when solving word problems. The focus was on using ACP (Ages of the
Caption Problems) about classroom context. This idea was introduced by the
Mathematical Research Institute of Grenoble in 1980.
The researchers used a sample size
of 48 primary school students. The instrument used was a language-based test administered
to each student followed by a group interview. In both scenarios, the students
experienced confusion because the questions were nonsensical. This is because the
mathematics class attempted to solve the problem numerically while the language
class were more comfortable questioning the logic behind the question.
The researchers raise four hypotheses
in an attempt to determine how students make sense of nonsensical problems differently
in the classroom context;
*Hypothesis 1: students will solve
nonsensical problems by using arithmetic calculators
*Hypothesis 2: Students will make less
use of arithmetic calculations during language class
*Hypothesis 3: students in the mathematics class tend to use
more of a paradigmatic approach
*Hypothesis 4: students in the
language class use a narrative approach.
The T-test was used to analyze the
hypothesis, and it was concluded that students in mathematics classes were more
likely to provide arithmetic responses to ACPs as they were influenced by classroom
context.
Stop1
” Mathematical
word problems are documented to exist in the mathematics curriculum for
centuries and still play an important role in education nowadays, aiming to
bridge mathematics to everyday life (Dewolf et al.,2011)”. Page 1
This quote resonates with the
importance of word problems in the mathematics curriculum. Word problems are
powerful tools necessary for teaching mathematics concepts to students as they give
room for a practical approach to problem-solving skills. They help students see
the importance of mathematics in real-life situations. I can say word problems
are avenues for bringing mathematics close to our students because it is
essential in strengthening critical thinking analysis ability while encouraging
creative thinking. It helps us identify and exploit opportunities in the environment.
Stop 2
“However, when studying how pupils
relate word problems to real life experiences, research has shown that the
attempt of this connection often fails when students are confronted with word
problems in the classroom (Verschaffel, et al.,2000, & Dewolf, et al.,2011)”.
Page 1
As discussed in Stop 1 above, Mathematical
word problems are important because they allow students to apply
mathematical concepts to real-world situations while developing critical
thinking skills and aid in practicing translating language into mathematical
equations. Students must first and foremost understand the idea or concepts behind
the mathematical problem before solving it. This calls for concern as a lot of students
cannot interpret these questions. When students struggle to comprehend mathematical
word problems, it can lead to several disadvantages, like conceptual understanding
of math, difficulty applying math skills to real-world situations, and
potential struggles in higher-level math courses where word problems are often
prevalent. One of the major causes is the underlying issues with reading
comprehension or language processing that may need further assistance.
“A WAEC math word problem example
could be: "A rectangular garden has a length of (x + 3) meters and a width
of (x - 2) meters. If the perimeter of the garden is 20 meters, find the value
of x and the dimensions of the garden.”.?
Imagine giving a student the
question above in a standardized test, the students must first understand words
or concepts like “rectangular, perimeter, length, width garden, meters, value and
dimensions” before making sense of the question.
How do students perform in word
problem analysis when teaching and learning activities are going on in your
classroom? What strategies do you use as a teacher to address this deficiency?
Thank you for your summary and reflections. I agree with your points about how language and mathematics are interconnected, and that language can pose a significant barrier for students, particularly in the context of word problems. Many of my students tend to fear word problems, and I believe this is partly due to the structure of the curriculum. Typically, foundational arithmetic skills are taught before word problems are introduced. As you mentioned, students need to grasp concepts like perimeter, area, length, and width before they can tackle word problems. By the time they reach the end of the unit, they may feel overwhelmed and fatigued by the content. I wonder if introducing word problems earlier in the unit might help shift students' perspectives and reduce their anxiety around them.
ReplyDeleteThankyou Clementina for the summary and thoughtful reflections. I feel that students find difficulty in word problem analysis because they are unable to transform language into mathematical expression. Many find it difficult to focus on key words rather than truly understanding the problem context. In my class, I use strategies like visual representation, real-life illustrations, and step-by-step problem breaking-down. I suggest rephrasing problems in students' own words and connecting them to common experiences. Further, group discussion and questioning build the comprehension capability. Connecting word problems to everyday experiences and putting less emphasis on memorizing and more on knowing allows students to feel assured and become effective analysts and problem solvers.
ReplyDelete