Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems

Yuri Uesaka*, Emmanuel Manalo

*この研究の対応する著者

    研究成果: Article査読

    21 被引用数 (Scopus)

    抄録

    Diagrams are effective tools for problem solving. However, previous findings indicate that students generally do not use diagrams spontaneously. This study examined task-related factors that may influence the spontaneity of diagram use. Experiment 1 compared two possible explanations: the first, that the length-relatedness of the story context of the problem (i.e. whether it involves the measurement of length) determines the likelihood of diagram use; and the second, that the cognitive cost of transforming the situation described in the word problem to an abstract diagrammatic representation is the more important factor. Four math word problems, differing in their story context and structure, were administered to eighth-grade Japanese students (n=125) to solve. The results provide support for the cognitive transformation cost explanation. The results of experiment 2, in which the problems were administered to students in both Japan (n=291) and New Zealand (n=323), confirm this finding.

    本文言語English
    ページ(範囲)251-260
    ページ数10
    ジャーナルApplied Cognitive Psychology
    26
    2
    DOI
    出版ステータスPublished - 2012 3月

    ASJC Scopus subject areas

    • 実験心理学および認知心理学
    • 人文科学(その他)
    • 発達心理学および教育心理学

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