Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems

International Seminar on Mathematics, Science, and Computer Science Education 2016

数学;自然科学;计算机科学

Supianto, A.A.^1,2 ; Hayashi, Y.^1 ; Hirashima, T.^1

Graduate School of Engineering, Hiroshima University, 1 Chome-3-2 Kagamiyama, Higashihiroshima, Hiroshima Prefecture

739-8511, Japan^1

Department of Informatics/Computer Science, Universitas Brawijaya, Jl. Veteran No.8t, Malang

65145, Indonesia^2

关键词: Elementary schools;    IS problems;    Key factors;    Learning environments;    Practical use;    Problem Solving methods;    Process-based;    Word problem;   

Others  :  https://iopscience.iop.org/article/10.1088/1742-6596/812/1/012004/pdf
DOI  :  10.1088/1742-6596/812/1/012004

来源: IOP

【 摘 要 】

Problem-posing is well known as an effective activity to learn problem-solving methods. Monsakun is an interactive problem-posing learning environment to facilitate arithmetic word problems learning for one operation of addition and subtraction. The characteristic of Monsakun is problem-posing as sentence-integration that lets learners make a problem of three sentences. Monsakun provides learners with five or six sentences including dummies, which are designed through careful considerations by an expert teacher as a meaningful distraction to the learners in order to learn the structure of arithmetic word problems. The results of the practical use of Monsakun in elementary schools show that many learners have difficulties in arranging the proper answer at the high level of assignments. The analysis of the problem-posing process of such learners found that their misconception of arithmetic word problems causes impasses in their thinking and mislead them to use dummies. This study proposes a method of changing assignments as a support for overcoming bottlenecks of thinking. In Monsakun, the bottlenecks are often detected as a frequently repeated use of a specific dummy. If such dummy can be detected, it is the key factor to support learners to overcome their difficulty. This paper discusses how to detect the bottlenecks and to realize such support in learning by problem-posing.