Standard
Socioeconomic status and word problem solving in PISA: The role of mathematical content areas. / Strohmaier, Anselm R.
; Knabbe, Alina; Dümig, Paula.
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022: Alicante, Spain July 18 – 23, 2022; Vol. 4: Research Reports (Si-Z), Oral Communications, Poster Presentations. ed. / Ceneida Fernández; Salvador Llinares; Ángel Gutiérrez; Núria Planas. Alicante: International Group for the Psychology of Mathematics Education, 2022. p. 59-66 (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 4).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
Harvard
Strohmaier, AR
, Knabbe, A & Dümig, P 2022,
Socioeconomic status and word problem solving in PISA: The role of mathematical content areas. in C Fernández, S Llinares, Á Gutiérrez & N Planas (eds),
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022: Alicante, Spain July 18 – 23, 2022; Vol. 4: Research Reports (Si-Z), Oral Communications, Poster Presentations. Proceedings of the International Group for the Psychology of Mathematics Education, vol. 4, International Group for the Psychology of Mathematics Education, Alicante, pp. 59-66, 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022, Alicante, Spain,
18.07.22. <
https://web.ua.es/de/pme45/documents/proceedings-pme45-vol4.pdf>
APA
Strohmaier, A. R.
, Knabbe, A., & Dümig, P. (2022).
Socioeconomic status and word problem solving in PISA: The role of mathematical content areas. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.),
Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022: Alicante, Spain July 18 – 23, 2022; Vol. 4: Research Reports (Si-Z), Oral Communications, Poster Presentations (pp. 59-66). (Proceedings of the International Group for the Psychology of Mathematics Education; Vol. 4). International Group for the Psychology of Mathematics Education.
https://web.ua.es/de/pme45/documents/proceedings-pme45-vol4.pdfVancouver
Strohmaier AR
, Knabbe A, Dümig P.
Socioeconomic status and word problem solving in PISA: The role of mathematical content areas. In Fernández C, Llinares S, Gutiérrez Á, Planas N, editors, Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022: Alicante, Spain July 18 – 23, 2022; Vol. 4: Research Reports (Si-Z), Oral Communications, Poster Presentations. Alicante: International Group for the Psychology of Mathematics Education. 2022. p. 59-66. (Proceedings of the International Group for the Psychology of Mathematics Education).
Bibtex
@inbook{ed8b06a1b6bb497699cf47a1b2cede0d,
title = "Socioeconomic status and word problem solving in PISA: The role of mathematical content areas",
abstract = "Mathematics performance and socioeconomic status (SES) are positively related, but the reasons are not well understood. Moreover, the strength of the relationship in large-scale assessments like PISA differs between countries, for example, between Finland and Germany. In the PISA studies, mathematical word problems are used, which cover four mathematical content areas. In the present study, we reanalyzed data from PISA 2003 to 2018 to investigate whether word problems in these content areas were related differently to SES across the two countries. The results suggest that the relationship can be attributed to different content areas in both countries. This emphasizes the importance of considering item characteristics when addressing the relationship between SES and mathematical word problem solving",
keywords = "Mathematics, Didactics of Mathematics",
author = "Strohmaier, {Anselm R.} and Alina Knabbe and Paula D{\"u}mig",
note = "Publisher Copyright: {\textcopyright} 2022 left to authors. All rights reserved.; 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 : Mathematics education research supporting practice: empowering the future, PME 2022 ; Conference date: 18-07-2022 Through 23-07-2022",
year = "2022",
language = "English",
isbn = "978-84-1302-178-2",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
publisher = "International Group for the Psychology of Mathematics Education",
pages = "59--66",
editor = "Ceneida Fern{\'a}ndez and Salvador Llinares and {\'A}ngel Guti{\'e}rrez and N{\'u}ria Planas",
booktitle = "Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022",
url = "https://web.ua.es/pme45/, https://web.ua.es/de/pme45/documents/conference-program-pme45-web-170722.pdf",
}
RIS
TY - CHAP
T1 - Socioeconomic status and word problem solving in PISA: The role of mathematical content areas
AU - Strohmaier, Anselm R.
AU - Knabbe, Alina
AU - Dümig, Paula
N1 - Conference code: 45
PY - 2022
Y1 - 2022
N2 - Mathematics performance and socioeconomic status (SES) are positively related, but the reasons are not well understood. Moreover, the strength of the relationship in large-scale assessments like PISA differs between countries, for example, between Finland and Germany. In the PISA studies, mathematical word problems are used, which cover four mathematical content areas. In the present study, we reanalyzed data from PISA 2003 to 2018 to investigate whether word problems in these content areas were related differently to SES across the two countries. The results suggest that the relationship can be attributed to different content areas in both countries. This emphasizes the importance of considering item characteristics when addressing the relationship between SES and mathematical word problem solving
AB - Mathematics performance and socioeconomic status (SES) are positively related, but the reasons are not well understood. Moreover, the strength of the relationship in large-scale assessments like PISA differs between countries, for example, between Finland and Germany. In the PISA studies, mathematical word problems are used, which cover four mathematical content areas. In the present study, we reanalyzed data from PISA 2003 to 2018 to investigate whether word problems in these content areas were related differently to SES across the two countries. The results suggest that the relationship can be attributed to different content areas in both countries. This emphasizes the importance of considering item characteristics when addressing the relationship between SES and mathematical word problem solving
KW - Mathematics
KW - Didactics of Mathematics
UR - http://www.scopus.com/inward/record.url?scp=85181228131&partnerID=8YFLogxK
M3 - Article in conference proceedings
SN - 978-84-1302-178-2
T3 - Proceedings of the International Group for the Psychology of Mathematics Education
SP - 59
EP - 66
BT - Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022
A2 - Fernández, Ceneida
A2 - Llinares, Salvador
A2 - Gutiérrez, Ángel
A2 - Planas, Núria
PB - International Group for the Psychology of Mathematics Education
CY - Alicante
T2 - 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022
Y2 - 18 July 2022 through 23 July 2022
ER -
