El uso de la información situacional en la resolución de problemas aritméticos

  1. Orrantia Rodríguez, José
  2. Tarín Ibáñez, Julio
  3. Vicente Martín, Santiago
Aldizkaria:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Argitalpen urtea: 2011

Alea: 34

Zenbakia: 1

Orrialdeak: 81-94

Mota: Artikulua

DOI: 10.1174/021037011794390094 DIALNET GOOGLE SCHOLAR

Beste argitalpen batzuk: Journal for the Study of Education and Development, Infancia y Aprendizaje

Laburpena

The paper presents two studies that analysed whether participants' performance and memory for texts improved when situational information was introduced in arithmetic word problem formulation. To that end, discourse comprehension models served as frame of reference to define situational information. In Study 1, participants' problem solving performance was better when situational information was introduced than when a standard format was used. In Study 2, when problems with relevant situational information with the mathematic schema of the problem were introduced, participants' performance was not only better, they also remembered more information and this was better organised than when irrelevant situational information was included. However, participant's arithmetic competence mediated these results. Taken together, these results support the notion that construction of situation model is an important component for word problem solving.

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