0000000000418643
AUTHOR
Hippolyte Gros
When outstanding mathematicians cannot figure out that 14 – 2 = 12
International audience; We investigated what happens when non-mathematical knowledge interferes with mathematical knowledge in arithmetic word problem solving. Adults and expert mathematicians had to evaluate the solutions of basic additive problems. The non-mathematical knowledge evoked by the problems hindered both populations’ success rates and response times when incongruent with the solving algorithm.
Studying arithmetic word problem solving using eye tracking: A peek into mathematical representations
How do adults think about situations involving numbers, and how can we investigate the nature of the mental representations they construct? To tackle this question, we created arithmetic word problems devised to promote contrasting representations and solving strategies. Following recent work on the perception of cardinality and ordinality (Gros, Thibaut, & Sander, 2021), we hypothesized that the use of specific quantities (weights, prices, collections) would foster a cardinal representation of the problems, whereas other quantities (durations, heights, number of floors) would favor an ordinal representation instead. The problems we created were thought to be easily solvable from an ordinal…
The nature of quantities influences the representation of arithmetic problems: evidence from drawings and solving procedures in children and adults
International audience; When solving arithmetic problems, semantic factors influence the representations built (Gamo, Sander & Richard, 2010). In order to specify such interpretative processes, we created structurally isomorphic word problems that could be solved with two distinct algorithms. We tested whether a distinction between cardinal and ordinal quantities would lead solvers, due to their daily-life knowledge, to build different representations, influencing their strategies as well as the nature of their drawings. We compared 5th grade children and adults in order to assess the validity of this hypothesis with participants of varying arithmetic proficiency. The results confirmed that…
Apprendre et enseigner grâce à une meilleure compréhension du phénomène de congruence sémantique
GROS, H. (2015). Apprendre et enseigner grâce à une meilleure compréhension du phénomène decongruence sémantique – E. Sander (50%) avec Jean-Pierre Thibaut (50%), PR Université deBourgogne, LEAD Financement : Contrat doctoral Frontières du Vivant, volet éducation
Why elevator trips are comparable to piano lessons and not to pet-sitting: world semantics guiding analogies between arithmetic word problems
DOI: 10.13140/RG.2.2.35896.65284, document consultable : https://www.researchgate.net/publication/318672689; International audience; Arithmetic word problems of analogous objective mathematical structure can lead to dramatically different success rates depending on their wording (Hudson, 1983), and transfer between problems can be significantly favored or hindered by the cover stories used (Bassok, Wu & Olseth, 1995). But what promotes the perception of the analogy between different wordings of a same problem? Previous works have hinted at the existence of abstract semantic dimensions stemming from the solvers’ knowledge about the world and influencing the encoding and solving of problem st…