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

Yuri Uesaka, Emmanuel Manalo

    研究成果: Article

    6 引用 (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.

    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
    26
    発行部数2
    DOI
    出版物ステータスPublished - 2012 3

    Fingerprint

    Students
    Costs and Cost Analysis
    New Zealand
    Japan
    Diagrams
    Experiment
    Costs
    Length
    Spontaneity
    Problem Solving
    Japanese Students

    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

    Uesaka, Yuri ; Manalo, Emmanuel. / Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems. :: Applied Cognitive Psychology. 2012 ; 巻 26, 番号 2. pp. 251-260.
    @article{116ec6b5ea984755bc4151fd151f946f,
    title = "Task-Related Factors that Influence the Spontaneous Use of Diagrams in Math Word Problems",
    abstract = "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.",
    keywords = "Math Word Problems, Spontaneous Use of Diagrams, Task-related Factors",
    author = "Yuri Uesaka and Emmanuel Manalo",
    year = "2012",
    month = "3",
    doi = "10.1002/acp.1816",
    language = "English",
    volume = "26",
    pages = "251--260",
    journal = "Applied Cognitive Psychology",
    issn = "0888-4080",
    publisher = "John Wiley and Sons Ltd",
    number = "2",

    }

    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 -