Most errors sixth graders made on mixed-type word problems were non-computational, involving problem understanding and equation setup¶
Claim · All claims
Evidence · 1 study · designr1·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? When 26 sixth graders solved four mixed-type word problems, half the errors were not computational but involved understanding the problem and setting up the correct equations. → Lenat 2014
Evidence¶
Lenat 2014¶
Lenat, D. B., & Durlach, P. J. (2014). Reinforcing Math Knowledge by Immersing Students in a Simulated Learning-By-Teaching Experience. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-014-0016-x
q2 · i? · design · r1
Initial cognitive-task-analysis session: 26 sixth graders completed four math word problems individually on the whiteboard. The teacher expected no difficulty, but most students made many errors and took significantly longer than expected.
"Half the errors were not computational, but rather involved understanding the problem and solving the correct equations."
Discussion¶
Related Claims¶
- Fourth-graders perform substantially better on computation tests than on word problems using the same numbers — related
- Rewording word problems (contextual, conceptual, or combined) significantly reduces seventh-grade students' problem-solving errors compared with a control group — related
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