Learning Aptitudes in Mathematics
Hinterthuer, A. (4-25-08). Word Problems Fail Math Students, Scientific American Online. Retrieved 9/10/08 from http://www.sciam.com/podcast/episode.cfm?id=86148EF0-91C8-2DCA-768F20CDA543F8E7
A study, preformed at Ohio State University, shows that when students learned through real-world word problems their overall ability to adequately solve the overall type of problem suffered. In the study two groups of undergraduates were taught mathematical concepts, which they would use later to solve other problems. One of the groups learned in the traditional style; by using abstract equations and formulae. The other group was taught in a style that used “real-world” problems and applied mathematics to them. The results were as follows: the students taught with abstract problems tested, on average, at 80% correctness, the students taught with the “real-world” situation tested at 44%. The lower scoring group did seem to acquire the knowledge faster, although they could not transpose this knowledge.
1 comment:
I found this particularly interesting because I have seen it happen. Students I worked with using the "real-world" models couldn't make the connection to other similar scenarios. For example the 2 trains moving at different speeds leaving at different times, when would they pass. If I changed that to people walking, the students with the "real-world" instructional model couldn't get around the speed issues. But, for some the "real-world" model is great. So, I think as with many other situations/ideas, "everything in moderation". A little "real-world", a little "abstract", and a little intuition blended together serves most students best.
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