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Coding additive word problem-solving to see shifts around an intervention

Tshesane, Herman orcid logoORCID: 0000-0002-4492-7241 and Venkat, Hamsa orcid logoORCID: 0000-0002-6453-1623 (2023) Coding additive word problem-solving to see shifts around an intervention. African Journal of Research in Mathematics, Science and Technology Education, 27 (3). pp. 324-334. ISSN 1028-8457

Evidence in South Africa of poor performance on word problems points to particular challenges among learners relating to difficulties with, on the one hand, making sense of mathematical word problems and, on the other, moving beyond inefficient counting based calculation methods. While many studies in mathematics education in South Africa have tended to focus on one or the other issue, in this paper our focus is on a coding model that brings both interpretation of word problems and calculation into view simultaneously. This coding model was devised to capture and summarise learner work on solving additive relations word problems across pre-, post- and delayed post-tests around an intervention focused on improving additive word problem-solving. The coding model allowed for initial quantitative summarising of learner responses in ways that facilitated the tracking of shifts in learners’ interpretations of the problem, their calculations and answers, while also pointing to salient avenues for more in-depth qualitative analysis. We argue through the analysis that the coding scheme afforded a holistic view of the profiles of learners’ engagement across the three tests, thus opening a path away from the tendency towards the single-focus of analyses of word problems seen in many prior studies.
Item Type:Article (Published)
Uncontrolled Keywords:Additive word problems; models & modelling; problem-solving; calculation; coordinating models; intervention
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Research Institutes and Centres > Center for the Advancement of Science Teaching and Learning (CASTeL)
Publisher:Routledge (Taylor & Francis)
Official URL:https://doi.org/10.1080/18117295.2023.2226548
Copyright Information:© 2023 The Authors.
Funders:National Institute for the Humanities and Social Sciences, in collaboration with the South African Humanities Deans Association, Wits Maths Connect Primary Project
ID Code:29737
Deposited On:22 Mar 2024 10:58 by Melissa Lynch . Last Modified 22 Mar 2024 11:28

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