{"title":"图式的单词问题表现差异:有数学困难和无数学困难学生的比较","authors":"Tessa L. Arsenault, Sarah R. Powell","doi":"10.1111/ldrp.12273","DOIUrl":null,"url":null,"abstract":"<p>Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.</p>","PeriodicalId":47426,"journal":{"name":"Learning Disabilities Research & Practice","volume":"37 1","pages":"37-50"},"PeriodicalIF":1.9000,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Word-Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty\",\"authors\":\"Tessa L. Arsenault, Sarah R. Powell\",\"doi\":\"10.1111/ldrp.12273\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.</p>\",\"PeriodicalId\":47426,\"journal\":{\"name\":\"Learning Disabilities Research & Practice\",\"volume\":\"37 1\",\"pages\":\"37-50\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-01-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Learning Disabilities Research & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12273\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning Disabilities Research & Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ldrp.12273","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 2
摘要
单词问题的特征,如文本复杂性、图表和图形、未知的位置、计算复杂性、不相关信息和模式,都会影响单词问题的性能。我们比较了典型成就(TA)学生和数学困难(MD)学生的字问题表现。首先,我们测量了所有学生在图式和未知位置的单词问题上的表现,然后测量了MD学生在图式、未知位置、不相关信息和图表方面的表现。在不同的图式中,虽然助教学生的表现优于MD学生,但所有学生在Change and Difference问题上的得分都高于Total问题。对于未知位置,学生通常在最终位置未知的问题上得分最高。与图表和图形相比,有医学博士的学生在不相关信息的问题上也表现出更高的分数。虽然出现了模式,但并不是所有的问题都遵循相同的趋势,这表明需要进一步的研究来调查单词问题特征对单词问题准确性的影响。
Word-Problem Performance Differences by Schema: A Comparison of Students with and without Mathematics Difficulty
Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.