Elementary Students’ Exploration of the Structure of a Word Problem Using Representations

Ji-Eun Lee; Sunghwan Hwang

Vol. 14 No. 3 (2022) Special Issue: Typical and Atypical Mathematics Learning: What do We Learn from Recent Studies?

Elementary Students’ Exploration of the Structure of a Word Problem Using Representations

Ji-Eun Lee
Sunghwan Hwang

Published March 16, 2022 | Pages: 269-281 | Views: 432

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Abstract

Word problems are frequently used in school mathematics to offer students the opportunity to explore mathematical relationships and structure. However, previous studies have reported that word problems are misused or abused in ways that overlook the original intent of exploring mathematical structure and relationship. This study aims to share a series of a small group of third-grade students’ explorations while debating the mathematical relationships in solving a word problem with representations over several days. Although the exploration took longer than planned, it was worthwhile. It offered students a space to express confusion, showcase their knowledge, test conjectures, and imagine alternative contexts. Ultimately, these explorations helped students recognize multiple relationships within the context of specific problems while bringing their attention to real-world related applications. The retrospective analysis of class episodes offers insight into learning opportunities to support students in exploring mathematical structure and relationships while discussing and debating the word problem context.

<p>Word problems are frequently used in school mathematics to offer students the opportunity to explore mathematical relationships and structure. However, previous studies have reported that word problems are misused or abused in ways that overlook the original intent of exploring mathematical structure and relationship. This study aims to share a series of a small group of third-grade students’ <em>explorations</em> while debating the mathematical relationships in solving a word problem with representations over several days. Although the exploration took longer than planned, it was worthwhile. It offered students a space to express confusion, showcase their knowledge, test conjectures, and imagine alternative contexts. Ultimately, these explorations helped students recognize multiple relationships within the context of specific problems while bringing their attention to real-world related applications. The retrospective analysis of class episodes offers insight into learning opportunities to support students in exploring mathematical structure and relationships while discussing and debating the word problem context.</p>

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Affiliations

Ji-Eun Lee

Oakland University

Sunghwan Hwang

Seoul National University of Education

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How to Cite

Lee, J.-E., & Hwang, S. (2022). Elementary Students’ Exploration of the Structure of a Word Problem Using Representations. International Electronic Journal of Elementary Education, 14(3), 269–281. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1697

Author Biography

Ji-Eun Lee

Ji-Eun Lee is a professor at Oakland University, USA. She is a former elementary school teacher in South Korea and the US. Currently, she offers mathematics methods courses designed to prepare preservice teachers for careers in teaching in elementary and middle schools. As a mathematics teacher educator, her research has focused on supporting preservice teachers’ development and growth as they learn to teach.

e-mail: [email protected]

Sunghwan Hwang

Sunghwan Hwang is an instructor at the Seoul National University of Education. He holds a Ph.D. in mathematics education. His research predominantly focuses on the development of mathematics curriculum and the influence of socio-cultural factors on the development lifespan of students and mathematics teachers. He served as an elementary school teacher in South Korea for more than fifteen years and has authored several national mathematics textbooks and articles.

e-mail: [email protected]