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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
  • e-ISSN: 1306-3030
  • First published in 2006
JOURNAL ARCHIVE
A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10
Gabriella Ambrus 1, Eszter Herendiné Kónya 2, Zoltán Kovács 3, Judit Szitányi 4, Csaba Csíkos 4 *
1 Mathematics Teaching and Education Centre, Institute of Mathematics, Faculty of Science, ELTE Eötvös Loránd University, HUNGARY2 Institute of Mathematics, University of Debrecen, HUNGARY3 Institute of Mathematics and Science, University of Nyíregyháza, HUNGARY4 Department of Mathematics, Faculty of Primary and Pre-School Education, ELTE Eötvös Loránd University, HUNGARY
* Corresponding Author
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Ambrus G, Herendiné Kónya E, Kovács Z, Szitányi J, Csíkos C. A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10. INT ELECT J MATH ED. 2019;14(3), 513-521. https://doi.org/10.29333/iejme/5753
APA 6th edition
In-text citation: (Ambrus et al., 2019)
Reference: Ambrus, G., Herendiné Kónya, E., Kovács, Z., Szitányi, J., & Csíkos, C. (2019). A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10. International Electronic Journal of Mathematics Education, 14(3), 513-521. https://doi.org/10.29333/iejme/5753
Chicago
In-text citation: (Ambrus et al., 2019)
Reference: Ambrus, Gabriella, Eszter Herendiné Kónya, Zoltán Kovács, Judit Szitányi, and Csaba Csíkos. "A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10". International Electronic Journal of Mathematics Education 2019 14 no. 3 (2019): 513-521. https://doi.org/10.29333/iejme/5753
Harvard
In-text citation: (Ambrus et al., 2019)
Reference: Ambrus, G., Herendiné Kónya, E., Kovács, Z., Szitányi, J., and Csíkos, C. (2019). A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10. International Electronic Journal of Mathematics Education, 14(3), pp. 513-521. https://doi.org/10.29333/iejme/5753
MLA
In-text citation: (Ambrus et al., 2019)
Reference: Ambrus, Gabriella et al. "A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10". International Electronic Journal of Mathematics Education, vol. 14, no. 3, 2019, pp. 513-521. https://doi.org/10.29333/iejme/5753
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Ambrus G, Herendiné Kónya E, Kovács Z, Szitányi J, Csíkos C. A Cross-sectional Analysis of Students’ Answers to a Realistic Word Problem from Grade 2 to 10. INT ELECT J MATH ED. 2019;14(3):513-21. https://doi.org/10.29333/iejme/5753

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

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