Abstract
This paper discusses a series of five studies examining over 800 students' solutions to division-with-remainders story problems. The findings from the studies suggest that students' difficulty in solving these problems is due, in large part, to a failure to engage in situation-based reasoning and sense-making in interpreting computational results obtained when solving the problem. Data from recent studies not only has provided direct evidence to support this hypothesis but also suggested that students' dissociation of sense-making from school mathematics is a major barrier to their engaging in or displaying the reasoning that leads to correct solutions.
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© 1992 Springer-Verlag Berlin Heidelberg
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Silver, E.A., Shapiro, L.J. (1992). Examinations of Situation-Based Reasoning and Sense-Making in Students’ Interpretations of Solutions to a Mathematics Story Problem. In: Ponte, J.P., Matos, J.F., Matos, J.M., Fernandes, D. (eds) Mathematical Problem Solving and New Information Technologies. NATO ASI Series, vol 89. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-58142-7_8
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DOI: https://doi.org/10.1007/978-3-642-58142-7_8
Publisher Name: Springer, Berlin, Heidelberg
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