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.
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Article Type: Research Article
INT ELECT J MATH ED, 2019, Volume 14, Issue 3, 513-521
Publication date: 29 Apr 2019
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