Author/Authors :
ambrus, gabriella elte eötvös loránd university - mathematics teaching and education centre, institute of mathematics, faculty of science, HUNGARY , kónya, eszter herendiné university of debrecen - institute of mathematics, HUNGARY , kovács, zoltán university of nyíregyháza - institute of mathematics and science, HUNGARY , szitányi, judit elte eötvös loránd university - faculty of primary and pre-school education - department of mathematics, HUNGARY , csíkos, csaba elte eötvös loránd university - faculty of primary and pre-school education - department of mathematics, HUNGARY
Abstract :
Several investigations have revealed that students tend to exclude their real-world knowledge when solving simple, routine-like mathematical word problems. The current research is a cross-sectional developmental analysis with students from grade 2 to 10 (N=1346). Other than describing the development (or lack thereof) in students’ realistic answers, connections with math-related background variables and possible class-level effects have been investigated.
Keywords :
word problems , realistic mathematics education , cross , sectional development
