“Acquired” Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance

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dc.contributor.authorJaffe, Joshua Benjamin
dc.contributor.authorGharibani, Troy
dc.contributor.authorBolger, Donald Joseph
dc.date.accessioned2023-10-05T15:56:15Z
dc.date.available2023-10-05T15:56:15Z
dc.date.issued2023-03-29
dc.description.abstractSuccessful word problem performance often requires understanding the linguistic relations between characters and objects. However, the keyword method promotes associating specific words with mathematical operations while neglecting the situational context. Research has thoroughly investigated the detrimental effects of individuals associating relational terminology (e.g., “more”) with mathematical operations (e.g., “addition”). The current study expands upon this line of research by examining whether undergraduate students associate verbs with mathematical operations and if verbal associations affect word problem performance. Similar to relational terminology, the participants associated verbs with operations, which significantly impacted performance. The educational implications are discussed.
dc.description.urihttps://doi.org/10.1111/mbe.12355
dc.identifierhttps://doi.org/10.13016/dspace/qyaw-i4ia
dc.identifier.citationJaffe, J.B., Gharibani, T. and Bolger, D.J. (2023), “Acquired” Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance. Mind, Brain, and Education, 17: 93-97.
dc.identifier.urihttp://hdl.handle.net/1903/30694
dc.language.isoen_US
dc.publisherWiley
dc.relation.isAvailableAtCollege of Educationen_us
dc.relation.isAvailableAtHuman Development & Quantitative Methodologyen_us
dc.relation.isAvailableAtDigital Repository at the University of Marylanden_us
dc.relation.isAvailableAtUniversity of Maryland (College Park, MD)en_us
dc.title“Acquired” Equals Addition? Associating Verbs with Arithmetic Operations Impacts Word Problem Performance
dc.typeArticle
local.equitableAccessSubmissionNo

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