Empirical study on errors of mathematical word problems posed by learners

Kazuaki Kojima*, Kazuhisa Miwa, Tatsunori Matsui

*この研究の対応する著者

研究成果: Paper査読

1 被引用数 (Scopus)

抄録

Problem posing by which learners create problems by themselves has been identified as an important activity in mathematics education. However, problem posing is a heavy task for both learners and teachers because it is a divergent task that has various possible answers. To develop problem posing skill of leaners, it is indispensable to evaluate posed problems, particularly when they include errors in mathematical structures. To provide a basis in designing computational support for addressing errors to improve problem posing skill, this study empirically investigated errors of mathematical word problems posed by novices. Undergraduates were engaged in a problem-posing task where they were asked to pose many, diverse and unique problems from a problem initially given. Posed problems that included errors were analyzed, with the result indicating that when the undergraduates failed to pose problems, their problems mostly had errors regarding setting constraints. We then discussed how to approach errors in problem posing by computational systems.

本文言語English
ページ187-191
ページ数5
出版ステータスPublished - 2013 1 1
イベント21st International Conference on Computers in Education, ICCE 2013 - Bali, Indonesia
継続期間: 2013 11 182013 11 22

Conference

Conference21st International Conference on Computers in Education, ICCE 2013
国/地域Indonesia
CityBali
Period13/11/1813/11/22

ASJC Scopus subject areas

  • コンピュータ サイエンス(その他)
  • 教育

フィンガープリント

「Empirical study on errors of mathematical word problems posed by learners」の研究トピックを掘り下げます。これらがまとまってユニークなフィンガープリントを構成します。

引用スタイル