The Effects of Mathematical Vocabulary and Visualization Instruction on Seventh Graders' Abilities to Solve Word Problems
The purpose of this study was to determine the effects of mathematical vocabulary and visualization instruction on 7th graders' abilities to solve word problems. Thirteen students were a part of the six-week study that involved instruction in word problems for two or three times a week. The students were given a pre-test of six word problems and at the end of the instruction period the students were given a post-test, that included the same six word problems as the pre-test. Data were analyzed using four parts to each word problem, which were clues, operation, equation, and answer. One point was earned for each part making the test worth 24 points total. Both the vocabulary and visualization groups improved their overall score. The students who were instructed with visualization had an overall average of0.9 points higher than the overall average of the students instructed with mathematical vocabulary. Visualization instruction may have helped the students to be slightly more successful in solving word problems.
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