Educational Psychology Review

, Volume 15, Issue 3, pp 267–296 | Cite as

Designing Research-Based Instruction for Story Problems

Article

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Atkinson, R., Derry, S. J., Renkl, A., and Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Rev. Educ. Res. 70: 181-215.Google Scholar
  2. Blessing, S. B., and Ross, B. H. (1996). Content effects in problem categorization and problem solving. J. Exp. Psychol. Learn. Mem. Cogn. 22(3): 792-810.Google Scholar
  3. Briars, D. J., and Larkin, J. H. (1984). An integrated model of skill in solving elementary word problems. Cogn. Instr. 1: 245-296.Google Scholar
  4. Bunce, D. M., Gabel, D. L., and Samuel, J. V. (1991). Enhancing chemistry problem-solving achievement using problem categorization. J. Res. Sci. Teach. 28(6): 505-521.Google Scholar
  5. Chi, M. K. H., Feltovich, P. J., and Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cogn. Sci. 5: 121-152.Google Scholar
  6. Cognition and Technology Group at Vanderbilt (1997).The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development, Lawrence Erlbaum, Hillsdale, NJ.Google Scholar
  7. Cooper, G., and Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem solving. J. Educ. Psychol. 79: 347-362.Google Scholar
  8. Cummins, D. D. (1991). Children's interpretations of arithmetic word problems. Cogn. Instr. 8(3): 261-289.Google Scholar
  9. Derry, S. J. and the TiPS Research Group (2001). Development and Assessment of Tutorials in Problem Solving (TiPS): A Remedial Mathematics Tutor. Final Report to the Office of Naval Research (N00014-93-1-0310), Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI.Google Scholar
  10. Gick, M., and Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognit. Psychol. 15: 1-38.Google Scholar
  11. Hall, R., Kibler, D., Wenger, E., and Truax, C. (1989). Exploring the episodic structure of algebra story problem solving. Cogn. Instr. 6(3): 223-283.Google Scholar
  12. Hayes, J. R., and Simon, H. A. (1976). The understanding process: Problem isomorphs. Cognit. Psychol. 8: 165-190.Google Scholar
  13. Hegarty, M., Mayer, R. E., and Monk, C. A. (1995). Comprehension of arithmetic word problems: A comparison of successful and unsuccessful problem solvers. J. Educ. Psychol. 87: 18-32.Google Scholar
  14. Hinsley, D. A., Hayes, J. R., and Simon, H. A. (1977). From words to equations: Meaning and representation in algebra word problems. In: Just, M. A., and Carpenter, P. A. (eds.), Cognitive Processes in Comprehension, Lawrence Erlbaum, Hillsdale NJ, pp. 89-106.Google Scholar
  15. Kintsch, W., and Greeno, J. G. (1985). Understanding and solving word arithmetic problems. Psychol. Rev. 92: 109-129.Google Scholar
  16. Kintsch, W., and van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychol. Rev. 85: 363-394.Google Scholar
  17. Lajoie, S., and Derry, S. J. (eds.) (1993). Computers as Cognitive Tools, Lawrence Erlbaum, Hillsdale, NJ.Google Scholar
  18. Lester, J. C., Stone, B. A., and Stelling, G. D. (1999). Lifelike pedagogical agents for mixed-initiative problem solving in constructivist learning environments. User Model. User-adapt. Interact. 9: 1-44.Google Scholar
  19. Lucangeli, D., Tressoldi, P. E., and Cendron, M. (1998). Cognitive and metacognitive abilities involved in the solution of mathematical word problems: Validation of a comprehensive model. Contemp. Educ. Psychol. 23: 257-275.Google Scholar
  20. Marshall, S. P. (1995). Schemas in Problem Solving, Cambridge University Press, Cambridge.Google Scholar
  21. Mayer, R. E. (1982). Memory for algebra story problems. J. Educ. Psychol. 74: 199-216.Google Scholar
  22. Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving. Instr. Sci. 26: 49-63.Google Scholar
  23. Mayer, R. E., Larkin, J. H., and Kadane, J. B. (1984). A cognitive analysis of mathematical problem solving ability. In: Sternberg, R. (ed.), Advances in the Psychology of Human Intelligence, Lawrence Erlbaum, Hillsdale, NJ.Google Scholar
  24. Mazur, E. (1997). Peer instruction: A users' manual. Upper Saddle River, NJ: Prentice-Hall.Google Scholar
  25. Merrill, M. D., and Tennyson, R. D. (1977). Teaching Concepts: An Instructional Design Guide, Educational Technology Publications, Englewood Cliffs, NJ.Google Scholar
  26. Mestre, J. P., Dufresne, R. J., Gerace, W. J., and Hardiman, P. T. (1993). Promoting skilled problem-solving behavior among beginning physics students. Journal of Research in Science Teaching, 30(3): 303-317.Google Scholar
  27. Nathan, M. J. (1998). Knowledge and situational feedback in alearning environment for algebra story problem solving. Interact. Learn. Environ. 5: 135-139.Google Scholar
  28. Nathan, M. J., Kintsch, W., and Young, E. (1992). A theory of algebra-word-problem comprehension and its implications for the design of learning environments. Cogn. Instr. 9: 329-389.Google Scholar
  29. Novick, L. R. (1988). Analogical transfer, problem similarity, and expertise. J. Exp. Psychol. 14: 510-520.Google Scholar
  30. Panitz, B. (1998, February). The 15-minute lecture. ASEE prism, 17.Google Scholar
  31. Ploetzner, R., Fehse, E., Kneser, C., and Spada, H. (1999). Learning to relate qualitating and quantitating problem representations in a model-based setting for collaborating problem solving. Journal of Relearning Sciences, 8(2): 177-214.Google Scholar
  32. Reed, S. K., and Bolstad, C. A. (1991). Use of examples and procedures in problem solving. J. Exp. Psychol. Learn. Mem. Cogn. 17(4): 753-766.Google Scholar
  33. Reed, S. K., Willis, D., and Guarino, J. (1994). Selecting examples from solving word problems. J. Educ. Psychol. 86: 380-388.Google Scholar
  34. Reusser, K. (1993). Tutoring systems and pedagogical theory: representational tools for understanding, planning, and reflection in problem solving. In: Lajoie, S. P., and Derry, S. J. (eds.), Computers as Cognitive Tools, Lawrence Erlbaum, Hillsdale, NJ, pp. 143-178.Google Scholar
  35. Rich, B. (1960). Schaum's Principles of and Problems of Elementary Algebra, Schaum's, New York.Google Scholar
  36. Riley, M. S., and Greeno, J. G. (1988). Developmental analysis of understanding language about quantities an solving problems. Cogn. Instr. 5(1): 49-101.Google Scholar
  37. Riley, M. S., Greeno, J. G., and Heller, J. I. (1983). Development of children's problem solving abaility in arithmetic. In:. Ginsburg, H. P. (ed.), The Development of Mathematical Thinking, Academic Press, New York.Google Scholar
  38. Rogoff, B., and Lave, J. (1984). Everyday Cognition: Its Development in Social Context, Harvard University Press, Cambridge, MA.Google Scholar
  39. Rumelhart, D. E., and Ortony, A. (1977). The representation of knowledge in memory. In: Anderson, R. C., Spiro, R. J., and Montague, W. E. (eds.), Schooling and the Acquisition of Knowledge, Lawrence Erlbaum, Hillsdale, NJ, pp. 99-135.Google Scholar
  40. Sherrill, J. M. (1983). Solving textbook mathematical word problems. Alberta J. Educ. Res. 29(2): 140-152.Google Scholar
  41. Silver, E. A. (1981). Recall of mathematical problem information: Solving related problems. J. Res. Math. Educ. 12: 54-64.Google Scholar
  42. Sweller, J., and Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cogn. Instr. 2: 59-89.Google Scholar
  43. Zweng, M. (1979). The problem of solving story problems. Arithmetic Teach. 27: 2-3.Google Scholar

Copyright information

© Plenum Publishing Corporation 2003

Authors and Affiliations

  1. 1.School of Information Science and Learning TechnologiesUniversity of MissouriColumbia

Personalised recommendations