Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22036
Title: 
Authors: 
Subjects: 
Model method
Whole number arithmetic
Word problems
Mathematical problem solving
Primary school mathematics
Issue Date: 
2019
Citation: 
Berinderjeet Kaur (2019). The why, what and how of the ‘Model’ method: A tool for representing and visualising relationships when solving whole number arithmetic word problems. ZDM, 51, 151-168. https://doi.org/10.1007/s11858-018-1000-y
Abstract: 
The goal of this paper is to present a succinct consolidation of the why, what and how of the ‘Model’ method as there is a lack of such documentation for researchers, practitioners and policy makers thus far. The ‘Model’ method is a tool for representing and visualising relationships when solving whole number arithmetic (WNA) word problems. The paper traces the history of the method in the Singapore school mathematics curriculum, exemplifies the three basic models of the method, explores its efficacy and assesses its role as a problem solving heuristic in the Singapore primary school mathematics curriculum. The findings show that the method, a tool for representing and visualising relationships between quantities when solving whole number arithmetic word problems, was introduced in 1983 as part of the primary school mathematics curriculum for schools in Singapore. The method comprises three basic models, namely the part-whole model, the comparison model and the change model. Past studies carried out both in Singapore and other parts of the world, related to the use of the method and its impact on student learning show that the method does help students, including those with mathematical difficulties, improve in their ability to solve whole number arithmetic word problems. Perceptions of expert primary school mathematics teachers show that they engage students in solving whole number arithmetic word problems through Polya’s framework and also Newman’s strategies. They encourage students to represent on diagrams the givens and goals of a problem as this is a necessary step in visualising and recognising relationships. To do so they may use the method. Students may also use any other heuristic to solve the whole number arithmetic word problems.
Description: 
This is the final draft, after peer-review, of a manuscript published in ZDM. The published version is available online at https://doi.org/10.1007/s11858-018-1000-y
URI: 
ISSN: 
1863-9690 (print)
1863-9704 (online)
DOI: 
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
ZDM-51-151.pdf2.44 MBAdobe PDFThumbnail
View/Open
Show full item record

SCOPUSTM   
Citations

11
checked on Sep 20, 2022

WEB OF SCIENCETM
Citations

6
checked on Sep 19, 2022

Page view(s)

58
checked on Sep 25, 2022

Download(s) 5

1,031
checked on Sep 25, 2022

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.