Search

Your search keyword '"Koning, Jaap"' showing total 3 results
Start Over Author "Koning, Jaap" Topic numeracy
3 results on '"Koning, Jaap"'

1. Word Problems versus Image-Rich Problems: An Analysis of Effects of Task Characteristics on Students' Performance on Contextual Mathematics Problems

Author

Hoogland, Kees, Pepin, Birgit, de Koning, Jaap, Bakker, Arthur, and Gravemeijer, Koeno

Abstract

This article reports on a "post hoc" study using a randomised controlled trial with 31,842 students in the Netherlands and an instrument consisting of 21 paired problems. The trial showed a variability in the differences of students' results in solving contextual mathematical problems with either a descriptive or a depictive representation of the problem situation. In this study the relation between this variability and two task characteristics is investigated: (1) complexity of the task representation; and (2) the content domain of the task. We found indications that differences in performance on descriptive and depictive representations of the problem situation are related to the content domain of the problems. One of the tentative conclusions is that for depicted problems in the domain of measurement and geometry the inferential step from representation of the problem situation to the mathematical problem to be solved is smaller than for word problems.

Published
2018
Full Text
View/download PDF

2. Changing representation in contextual mathematical problems from descriptive to depictive

Author

Hoogland, Kees, de Koning, Jaap, Bakker, Arthur, Pepin, Birgit E.U., Gravemeijer, Koeno, Mathematics Education, Sub Mathematics Education, Mathematics Education, and Sub Mathematics Education

Subjects
Mathematical problem, Secondary education, Controlled randomised trial, Depictive, 05 social sciences, Representation (systemics), Numeracy, 050301 education, Contextual mathematical problems, Education, Descriptive, Mathematics education, 0501 psychology and cognitive sciences, Psychology, 0503 education, 050104 developmental & child psychology
Abstract

Research on solving mathematical word problems suggests that students may perform better on problems with a close to real-life representation of the problem situation than on word problems. In this study we pursued real-life representation by a mainly depictive representation of the problem situation, mostly by photographs. The prediction that students perform better on problems with a depictive representation of the problem situation than on comparable word problems was tested in a randomised controlled trial with 31,842 students, aged 10–20 years, from primary and secondary education. The conclusion was that students scored significantly higher on problems with a depictive representation of the problem situation, but with a very small effect size of Cohen's d = 0.09. The results of this research are likely to be relevant for evaluations of mathematics education where word problems are used to evaluate the mathematical capacity of students.

Published
2018

3. Representing contextual mathematical problems in descriptive or depictive form

Author

Hoogland, Kees, Pepin, Birgit, Bakker, Arthur, de Koning, Jaap, Gravemeijer, Koeno, Mathematics Education, Sub Mathematics Education, Mathematics Education, and Sub Mathematics Education

Subjects
Mathematical problem, Design, 05 social sciences, 050301 education, Diagnostic test, USable, Contextual mathematical problems, Word problem, Education, Word problem (mathematics education), Body of knowledge, Numeracy, Validation, Mathematics education, 0501 psychology and cognitive sciences, Everyday life, Psychology, 0503 education, 050104 developmental & child psychology, Image-rich numeracy problem
Abstract

The aim of this study is to contribute to the body of knowledge on the use of contextual mathematical problems. Word problems are a predominant genre in mathematics classrooms in assessing students’ ability to solve problems from everyday life. Research on word problems, however, reveals a range of difficulties in their use in mathematics education. In our research we took an alternative approach: we designed image-rich numeracy problems as alternatives for word problems. A set of word problems was modified by systematically replacing the descriptive representation of the problem situation by a more depictive representation and an instrument was designed to measure the effect of this modification on students’ performance. The instrument can measure the effect of this alternative approach in a randomized controlled trial. In order to use the instrument at scale, we made this instrument also usable as a diagnostic test for an upcoming nationwide examination on numeracy. In this article we explain and discuss the design of the instrument and the validation of its intended uses.

Published
2016

Catalog

Books, media, physical & digital resources
See catalog results