Psychological Development and Education ›› 2013, Vol. 29 ›› Issue (3): 292-298.

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The Effects of Text Presentation and Structure On Primary School Students’Representation of Math Word Problems

XING Qiang, SHAN Yong-ming   

  1. Department of Psychology, Guangzhou University, Guangzhou 510006, China
  • Online:2013-05-15 Published:2013-05-15

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Abstract: 450 primary school students as subjects, discussed the effects of text presentation and structure on primary school students' performance on math word problems representation. used 2 (Difficulty) ×2 (Familiarity) ×5 (Types of rewordings) x 3 (Grade) four-factor mixed design. Results showed that:different text presentation and structure affect primary school students' performance in math word problem-solving independent of the student's Grade; Both Conceptual rewordings problem and situational rewordings problem promote primary school students' performance on math word problems representation; In easy problems, additional information affect performance on math word problems representation significantly; In difficult problems, the difficulty of the math relations affect on math word problems representation significantly; When primary school students solve standard rewordings problems whose's text background is compact , familiarity has a greater impact on student's problem understanding; Whethere the added text affect the students' performance on math word problems representation or not , it depends on the length of the added text whether help to understand the syntactic relations and semantic scene of problem.

Key words: Text presentation and structure, Familiarity, Math word problems, Situation model

CLC Number: 

  • G441

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