Boonen Anton J H, de Koning Björn B, Jolles Jelle, van der Schoot Menno
Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Research Institute for Learning and Education, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
Front Psychol. 2016 Feb 17;7:191. doi: 10.3389/fpsyg.2016.00191. eCollection 2016.
Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.
成功解决数学应用题需要心理表征技能和阅读理解技能。然而，在现实数学教育（RME）中，学生主要学习在解决应用题的背景下应用这些技能中的第一项（即表征技能）。鉴于此，似乎有理由假设，来自RME课程的学生在被要求解决语义复杂的应用题时会遇到困难。我们对80名六年级学生进行了调查，这些学生根据标准化数学测试被分为成功和不太成功的应用题解决者。为此，学生们完成了既需要心理表征技能又需要阅读理解技能的应用题。结果表明，即使是成功的应用题解决者在语义复杂的应用题上表现也很差，尽管在语义不太复杂的应用题上表现良好。基于这项研究，我们得出结论，在RME的应用题解决教学中，阅读理解技能应该发挥（更）突出的作用。
