Pre-service teachers' conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems
(1997) Learning and Instruction — Vol. 7, n° 4, p. 339-359 (1997)
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- Recent research has documented that many pupils show a strong tendency to exclude real-world knowledge from their solutions of school arithmetic word problems. In the present study, a test consisting of 14 word problems-half of which were problematic From a realistic point of view-was administered to a large group of students from three different leacher training institutes in Flanders. For each word problem, the student-teachers were first asked to solve the problem themselves, and afterwards to evaluate four different answers given by pupils. The results revealed a strong tendency among student-teachers to exclude real-world knowledge from their own spontaneous solutions of school word problems as well as from their appreciations of the pupils' answers. (C) 1997 Elsevier Science Ltd.
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Verschaffel, L., DeCorte, E., & Borghart, I. (1997). Pre-service teachers’ conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. Learning and Instruction, 7(4), 339-359. https://doi.org/10.1016/S0959-4752(97)00008-X (Original work published 1997)