Repository logo
  • Log In
Repository logo
  • Log In
  1. Home
  2. NIE Publications & Research Output
  3. Electronic Academic Papers
  4. Conference Papers
  5. Children posing word problems during a paper-and-pencil test: Relationship between achievement and problem posing ability
 
  • Details
Options

Children posing word problems during a paper-and-pencil test: Relationship between achievement and problem posing ability

URI
https://hdl.handle.net/10497/15298
Loading...
Thumbnail Image
Type
Conference Paper
Files
 ERA-AME-AMIC-2000-598.pdf (54.75 KB)
Citation
Ho, S. Y., Lee, S., & Yeap, B. H. (2000). Children posing word problems during a paper-and-pencil test: Relationship between achievement and problem posing ability. In J. Ee, B. Kaur, N. H. Lee, & B. H. Yeap (Eds.), New ‘Literacies’: Educational response to a knowledge-based society: Proceedings of the ERA-AME-AMIC Joint Conference 2000 (pp. 598-604). Educational Research Association of Singapore.
Author
Ho, Siew Yin
•
Lee, Shirley
•
Yeap, Ban Har
Abstract
Children writing mathematics word problems has been advocated by mathematicians and mathematics educators. Mathematics curricula in several countries have made the call for teachers to provide opportunities for children to solve as well as to formulate problems. Problem posing, however, is a relatively novel task among Singapore children. In this paper we describe one school's attempt in getting Primary Five children to pose problems during a traditional paper-and-pencil achievement test. The paper focuses on the relationship between the children's achievement and the problems they posed. All of the 115 Primary Five children in a school were asked to write a word problem based on a pictorial stimulus. The data was used to explore if high-achieving children pose more complex problems than low-achieving ones. The children's examination score was used to form a high-achievement group and a low-achievement group. The problems posed by children in each group were analyzed according to the number of information included in them to reveal their mathematical complexity. The results have significant implications on the use of paper-and-pencil tests to assess children's ability to think mathematically.
Date Issued
2000
Description
This paper was published in the Proceedings of the ERA-AME-AMIC Joint Conference held at Singapore from 4-6 September 2000
  • Contact US
  • Terms of Use
  • Privacy Policy

NTU Reg No: 200604393R. Copyright National Institute of Education, Nanyang Technological University (NIE NTU), Singapore

Built with DSpace-CRIS software - Extension maintained and optimized by 4Science