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.
| 元の言語 | English |
|---|---|
| ページ（範囲） | 251-260 |
| ページ数 | 10 |
| ジャーナル | Applied Cognitive Psychology |
| 巻 | 26 |
| 発行部数 | 2 |
| DOI | |
| 出版物ステータス | Published - 2012 3 |
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ASJC Scopus subject areas
- Experimental and Cognitive Psychology
- Arts and Humanities (miscellaneous)
- Developmental and Educational Psychology
これを引用
Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems. / Uesaka, Yuri; Manalo, Emmanuel.
：: Applied Cognitive Psychology, 巻 26, 番号 2, 03.2012, p. 251-260.研究成果: Article
}
TY - JOUR
T1 - Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems
AU - Uesaka, Yuri
AU - Manalo, Emmanuel
PY - 2012/3
Y1 - 2012/3
N2 - 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.
AB - 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.
KW - Math Word Problems
KW - Spontaneous Use of Diagrams
KW - Task-related Factors
UR - http://www.scopus.com/inward/record.url?scp=84857797244&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84857797244&partnerID=8YFLogxK
U2 - 10.1002/acp.1816
DO - 10.1002/acp.1816
M3 - Article
AN - SCOPUS:84857797244
VL - 26
SP - 251
EP - 260
JO - Applied Cognitive Psychology
JF - Applied Cognitive Psychology
SN - 0888-4080
IS - 2
ER -