Word Problem Solving Tasks in Textbooks and Their Relation to Student Performance

The author examined the potential influence of learning opportunities provided in 1 U.S. and 1 Chinese mathematics textbook series on students' problem-solving performance. Also, the author studied learning opportunities provided in the textbooks by analyzing word problem distribution across various problem types, as well as the potential influence of learning opportunities on students' ability to solve arithmetic word problems, by determining student success rate (i.e., item difficulty measure) in relation to word problem distribution in adopted textbooks. Results indicated a different pattern with respect to word problem distribution in U.S. and Chinese textbooks. The relation between adopted textbook word problem task presentation and student success in solving problems suggests that the ability of U.S. participants to solve certain problem types better than other problem types may be related directly to the design of U.S. textbooks (e.g., unbalanced word problem distribution).

[1]  James W. Stigler,et al.  An Analysis of Addition and Subtraction Word Problems in American and Soviet Elementary Mathematics Textbooks , 1986 .

[2]  R. S. Parmar,et al.  Word Problem-Solving by Students with and without Mild Disabilities , 1996 .

[3]  Delinda van Garderen,et al.  Visual–Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities , 2003 .

[4]  R. Mayer,et al.  Students' miscomprehension of relational statements in arithmetic word problems. , 1987 .

[5]  Mary S. Riley,et al.  Development of Children's Problem-Solving Ability in Arithmetic. , 1984 .

[6]  Comprehension Monitoring: An Aid to Mathematical Problem Solving. , 2002 .

[7]  J. Sweller,et al.  Effects of schema acquisition and rule automation on mathematical problem-solving transfer. , 1987 .

[8]  A. Lewis.  Training students to represent arithmetic word problems , 1989 .

[9]  M. Hegarty,et al.  Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. , 1995 .

[10]  Kara Monroe,et al.  Enhancing Student Achievement on Performance Assessments in Mathematics , 2001 .

[11]  Rene S. Parmar,et al.  Structuring Word Problems for Diagnostic Teaching: Helping Teachers Meet the Needs of Children with Mild Disabilities , 1994 .

[12]  A. Su,et al.  The National Council of Teachers of Mathematics , 1932, The Mathematical Gazette.

[13]  Sandra P. Marshall,et al.  Schemas in Problem Solving , 1995 .

[14]  Zhe Chen,et al.  Schema induction in children's analogical problem solving. , 1999 .

[15]  P. Eggleton,et al.  A Brief Comparison of the U.S. and Chinese Middle School Mathematics Programs , 1995 .

[16]  John F. Cawley,et al.  Arithmetic Performance of Students: Implications for Standards and Programming , 2001 .

[17]  Jinfa Cai.  Mathematical Thinking Involved in U.S. and Chinese Students' Solving of Process-Constrained and Process-Open Problems , 2000 .

[18]  Jian Wang,et al.  Comparative Studies on U.S. and Chinese Mathematics Learning and the Implications for Standards-Based Mathematics Teaching Reform , 2005 .

[19]  Yeping Li,et al.  A Comparison of Problems That Follow Selected Content Presentations in American and Chinese Mathematics Textbooks. , 2000 .

[20]  D. Geary.  Mathematics and Learning Disabilities , 2004, Journal of learning disabilities.

[21]  David H. Jonassen,et al.  Designing Research-Based Instruction for Story Problems , 2003 .

[22]  Jill L. Quilici,et al.  Role of examples in how students learn to categorize statistics word problems. , 1996 .

[23]  Yan Ping Xin,et al.  A Comparison of Two Instructional Approaches on Mathematical Word Problem Solving by Students with Learning Problems. , 2002 .

[24]  P. Chandler,et al.  Cognitive load as a factor in the structuring of technical material. , 1990 .

[25]  Joseph Calvin Gagnon,et al.  Perceptions and Application of NCTM Standards by Special and General Education Teachers , 2002 .

[26]  Vadim Andreevich Krutet︠s︡kiĭ.  The Psychology of Mathematical Abilities in Schoolchildren , 1976 .

[27]  Asha K. Jitendra,et al.  Effects of Mathematical Word Problem—Solving Instruction on Middle School Students with Learning Problems , 2005 .

[28]  James W. Stigler,et al.  Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011. , 2006 .

[29]  Yan Ping Xin,et al.  Adherence to Mathematics Professional Standards and Instructional Design Criteria for Problem-Solving in Mathematics , 2005 .

[30]  Richard E. Mayer,et al.  Memory for algebra story problems. , 1982 .

[31]  Nancy C. Jordan,et al.  Characteristics of Children with Moderate Mathematics Deficiencies: A Longitudinal Perspective , 2003 .

[32]  Richard E. Mayer,et al.  A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States. , 1995 .

[33]  Karen B. Givvin,et al.  Teaching Mathematics in Seven Countries: Results From the TIMSS 1999 Video Study , 2003 .