Reading and Calculating in Word Problem Solving

Research output: Contributions to collected editions/worksPublished abstract in conference proceedingsResearchpeer-review

Standard

Reading and Calculating in Word Problem Solving. / Strohmaier, Anselm R. ; Schons, Christian; Knabbe, Alina et al.
Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). ed. / Michal Ayalon; Boris Koichu; Roza Leikin; Laurie Rubel; Michal Tabach. Vol. 1 Haifa, Israel : University of Haifa, 2023. p. 333 (Psychology of Mathematics Education; Vol. 46).

Research output: Contributions to collected editions/worksPublished abstract in conference proceedingsResearchpeer-review

Harvard

Strohmaier, AR, Schons, C, Knabbe, A & Vogel, M 2023, Reading and Calculating in Word Problem Solving. in M Ayalon, B Koichu, R Leikin, L Rubel & M Tabach (eds), Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). vol. 1, Psychology of Mathematics Education, vol. 46, University of Haifa, Haifa, Israel , pp. 333, 46th Conference of the International Group for the Psychology of Mathematics Education - PME 2023, Haifa, Israel, 16.07.23. <https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-1-PL-RF-WG-CQ-SE-OC-PP-NP.pdf>

APA

Strohmaier, A. R., Schons, C., Knabbe, A., & Vogel, M. (2023). Reading and Calculating in Word Problem Solving. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) (Vol. 1, pp. 333). (Psychology of Mathematics Education; Vol. 46). University of Haifa. https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-1-PL-RF-WG-CQ-SE-OC-PP-NP.pdf

Vancouver

Strohmaier AR, Schons C, Knabbe A, Vogel M. Reading and Calculating in Word Problem Solving. In Ayalon M, Koichu B, Leikin R, Rubel L, Tabach M, editors, Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1). Vol. 1. Haifa, Israel : University of Haifa. 2023. p. 333. (Psychology of Mathematics Education).

Bibtex

@inbook{e13de73776b44fb8a8e8e9525c6ef662,
title = "Reading and Calculating in Word Problem Solving",
abstract = "Word problem solving combines linguistic and mathematical processes, includingreading and calculating. However, it is still unclear how strongly these processesoverlap, e.g., if calculations occur parallel or serially during reading. Also, it is unclearhow much the mental representation created during reading and the mentalrepresentation in which calculations are integrated (e.g., Thevenot et al., 2007). In thepresent study, we present data from an experiment that investigated the overlapbetween reading and calculating based on the observation of eye movements duringword problem solving.We systematically varied three-line word problems by manipulating a) the lexicaldifficulty of two words which were irrelevant for calculations and b) the numericaldifficulty of the word problem which was irrelevant for reading. We analyzed the meanfixation duration, which can be interpreted as an indicator for the cognitive effortduring processing of visual information (Strohmaier et al., 2020). If processes ofreading and calculating occur serially and in delimited mental representations, themanipulation should only affect the mean fixation duration of the varied words andnumbers.Analyses of the pilot data from N = 17 undergraduate students show that numericaldifficulty influences the mean fixation duration on numbers, but also on the remainingtext. Effects of lexical difficulty showed similar trends, but were not significant.Based on these results and additional data, we argue that eye movements indicate thatcognitive processes of reading and calculating overlap during word problem solvingand occur in a shared mental representation.",
keywords = "Educational science, Didactics of Mathematics",
author = "Strohmaier, {Anselm R.} and Christian Schons and Alina Knabbe and Markus Vogel",
note = "Copyright @ 2023 left to the authors; 46th Conference of the International Group for the Psychology of Mathematics Education - PME 2023 : Volume 3 ; Conference date: 16-07-2023 Through 21-07-2023",
year = "2023",
language = "English",
isbn = "978-965-93112-1-7",
volume = "1",
series = "Psychology of Mathematics Education",
publisher = "University of Haifa",
pages = "333",
editor = "Ayalon, {Michal } and Koichu, {Boris } and Leikin, {Roza } and Rubel, {Laurie } and Tabach, {Michal }",
booktitle = "Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1)",
address = "Israel",
url = "https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-3-RR_H-O-1.pdf, https://pme46.edu.haifa.ac.il",

}

RIS

TY - CHAP

T1 - Reading and Calculating in Word Problem Solving

AU - Strohmaier, Anselm R.

AU - Schons, Christian

AU - Knabbe, Alina

AU - Vogel, Markus

N1 - Conference code: 46

PY - 2023

Y1 - 2023

N2 - Word problem solving combines linguistic and mathematical processes, includingreading and calculating. However, it is still unclear how strongly these processesoverlap, e.g., if calculations occur parallel or serially during reading. Also, it is unclearhow much the mental representation created during reading and the mentalrepresentation in which calculations are integrated (e.g., Thevenot et al., 2007). In thepresent study, we present data from an experiment that investigated the overlapbetween reading and calculating based on the observation of eye movements duringword problem solving.We systematically varied three-line word problems by manipulating a) the lexicaldifficulty of two words which were irrelevant for calculations and b) the numericaldifficulty of the word problem which was irrelevant for reading. We analyzed the meanfixation duration, which can be interpreted as an indicator for the cognitive effortduring processing of visual information (Strohmaier et al., 2020). If processes ofreading and calculating occur serially and in delimited mental representations, themanipulation should only affect the mean fixation duration of the varied words andnumbers.Analyses of the pilot data from N = 17 undergraduate students show that numericaldifficulty influences the mean fixation duration on numbers, but also on the remainingtext. Effects of lexical difficulty showed similar trends, but were not significant.Based on these results and additional data, we argue that eye movements indicate thatcognitive processes of reading and calculating overlap during word problem solvingand occur in a shared mental representation.

AB - Word problem solving combines linguistic and mathematical processes, includingreading and calculating. However, it is still unclear how strongly these processesoverlap, e.g., if calculations occur parallel or serially during reading. Also, it is unclearhow much the mental representation created during reading and the mentalrepresentation in which calculations are integrated (e.g., Thevenot et al., 2007). In thepresent study, we present data from an experiment that investigated the overlapbetween reading and calculating based on the observation of eye movements duringword problem solving.We systematically varied three-line word problems by manipulating a) the lexicaldifficulty of two words which were irrelevant for calculations and b) the numericaldifficulty of the word problem which was irrelevant for reading. We analyzed the meanfixation duration, which can be interpreted as an indicator for the cognitive effortduring processing of visual information (Strohmaier et al., 2020). If processes ofreading and calculating occur serially and in delimited mental representations, themanipulation should only affect the mean fixation duration of the varied words andnumbers.Analyses of the pilot data from N = 17 undergraduate students show that numericaldifficulty influences the mean fixation duration on numbers, but also on the remainingtext. Effects of lexical difficulty showed similar trends, but were not significant.Based on these results and additional data, we argue that eye movements indicate thatcognitive processes of reading and calculating overlap during word problem solvingand occur in a shared mental representation.

KW - Educational science

KW - Didactics of Mathematics

UR - http://www.scopus.com/inward/record.url?scp=85180749409&partnerID=8YFLogxK

M3 - Published abstract in conference proceedings

SN - 978-965-93112-1-7

VL - 1

T3 - Psychology of Mathematics Education

SP - 333

BT - Proceeding of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1)

A2 - Ayalon, Michal

A2 - Koichu, Boris

A2 - Leikin, Roza

A2 - Rubel, Laurie

A2 - Tabach, Michal

PB - University of Haifa

CY - Haifa, Israel

T2 - 46th Conference of the International Group for the Psychology of Mathematics Education - PME 2023

Y2 - 16 July 2023 through 21 July 2023

ER -

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