Word problem structure and its effect on the transfer of learning to solve algebra word problems
A problem in learning to solve mathematics word problems students have been facing is to transfer the learned problemsolving knowledge from one story context to another story context. Some studies have provided evidence showing that structure facilitates transfer of learning to solve word problems. However, it is still under development for what algebra word problem structures students can recognize and what kinds of structures are effective for what kinds of algebra word problems regarding transfer of learning. In this dissertation, I explored the following three questions: (1) "What are the structures that students can recognize in the domain of algebra word problem?" (2) "What are the difficulties students will encounter when trying to find structures of algebra word problems?" and (3) "Are particular structures helpful in teaching for transfer of learning to solve algebra word problems?" Sixtyone college students participated in a 2hour controlled experiment and 10minute onetoone interview. The results showed several word problem structures students recognized or created, and multiple levels of difficulties students encountered when trying to structure algebra word problems. The results also showed that students who received structurebased instruction had better performance in some types of transfer of learning to solve algebra word problems.
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 In Collections

Electronic Theses & Dissertations
 Copyright Status
 In Copyright
 Material Type

Theses
 Authors

Chang, KuoLiang
 Thesis Advisors

Floden, Robert E.
 Committee Members

Smith, John P.
Melnick, Susan L.
McCrory, Raven
 Date
 2010
 Subjects

Word problems (Mathematics)
Cognitive psychology
Curriculum planning
Transfer of training
Algebra
 Program of Study

Curriculum, Instruction, and Teacher Education
 Degree Level

Doctoral
 Language

English
 Pages
 x, 123 pages
 ISBN

9781124313818
1124313818
 Permalink
 https://doi.org/doi:10.25335/M56F4X