umu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Gender aspects of sense making in word problem solving
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Science and Technology, Department of Mathematics and Mathematical Statistics.
Umeå University, Faculty of Science and Technology, Umeå Mathematics Education Research Centre (UMERC). Umeå University, Faculty of Social Sciences, Department of Educational Measurement.
2009 (English)In: Journal of Mathematical Modelling and Application, Vol. 1, no 1, 59-76 p.Article in journal (Refereed) Published
Abstract [en]

This study focuses on gender differences in the extent to which students take real-world considerations into account when working with word problems in mathematics. Previous studies have found that students have a tendency to neglect an appropriate use of real-world knowledge in their word-problem solving, which leads to solutions that are inconsistent with the ‘real' situations described in the tasks. Research has also shown that the authenticity of the word problems can influence students' activation of their knowledge of the ‘real' situations described in the tasks, as well as their use of this real-world knowledge in order to provide ‘realistic' solutions. The study reported here investigates whether there are gender differences in the students' activation and use of real-world knowledge when working with word problems in mathematics. In addition, it investigates whether task authenticity influences boys and girls differently with respect to these real-world considerations. The results show that even though some of the tasks used in the study affected boys and girls differently, across all tasks and students no evidence of gender differences with respect to real-world considerations were found.

Place, publisher, year, edition, pages
Blumenau: FURB , 2009. Vol. 1, no 1, 59-76 p.
Keyword [en]
authenticity, gender, mathematical modelling, sense making, word problems
National Category
Didactics
Research subject
didactics of mathematics
Identifiers
URN: urn:nbn:se:umu:diva-30974OAI: oai:DiVA.org:umu-30974DiVA: diva2:290798
Available from: 2010-01-28 Created: 2010-01-25 Last updated: 2010-04-27Bibliographically approved

Open Access in DiVA

No full text

Other links

http://proxy.furb.br/ojs/index.php/modelling/article/view/1623/1079

Search in DiVA

By author/editor
Palm, TorulfNyström, Peter
By organisation
Umeå Mathematics Education Research Centre (UMERC)Department of Mathematics and Mathematical StatisticsDepartment of Educational Measurement
Didactics

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 153 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf