You are here:

Generated Meanings in the Comprehension of Word Problems in Mathematics
ARTICLE

,

ISAIJLS Volume 19, Number 3, ISSN 0020-4277

Abstract

Discusses how students generate meanings for mathematical word problems, develops a generative predicational model to account for students' comprehension of word problems, and describes an empirical study of Israeli sixth graders that was designed to test the model. Talk aloud protocols of the students are analyzed, and hypotheses tested are discussed. (51 references) (LRW)

Citation

Peled, Z. & Wittrock, M.C. (1990). Generated Meanings in the Comprehension of Word Problems in Mathematics. Instructional Science: An International Journal of the Learning Sciences, 19(3), 171-205. Retrieved January 21, 2021 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords