The Impact of Context on Children's Performance in Solving Everyday Mathematical Problems With Real-World Settings
作者： Hsin-Mei E. Huang
DOI: 10.1080/02568540409595041
关键词: Context (language use) 、 Active learning 、 Mathematical problem 、 Perception 、 Psychology 、 Problem-based learning 、 Cognitive psychology 、 Cooperative learning 、 Developmental psychology 、 Similarity (psychology) 、 Context effect 、 Education 、 Developmental and Educational Psychology
摘要: Abstract This study aimed to investigate children's performance and perception of problem difficulty in solving everyday mathematical problems with familiar versus unfamiliar contexts. In addition, the ways that children identify similarities problem-solving approaches between settings shopping were also examined. Forty-eight 4th-grade participated this study. Both quantitative qualitative analyses used. The results demonstrated contexts neither enhance nor decrease difficulty. More than half did not similarity real shopping. When making judgments, even good problem-solvers found be distracted by superficial features outward appearance global mapping similarity. research highlights process tend non-mathematical t...
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