{"title":"小学学生对现实应用题的反应及其数学信念","authors":"Achmad Hidayatullah, C. Csíkos","doi":"10.15823/p.2023.150.2","DOIUrl":null,"url":null,"abstract":"The main purpose of this study is to investigate students’ reactions when doing realistic word problems based on their implicit beliefs and based on their personal factors. Our study revealed that students tended to choose non-realistic responses by ignoring real-world knowledge and excluding realistic considerations when doing realistic mathematics tasks. There were no significant differences in students’ reactions to word problems according to their attitude, grade, and gender.","PeriodicalId":44645,"journal":{"name":"Pedagogika-Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.4000,"publicationDate":"2023-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Students’ Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education\",\"authors\":\"Achmad Hidayatullah, C. Csíkos\",\"doi\":\"10.15823/p.2023.150.2\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The main purpose of this study is to investigate students’ reactions when doing realistic word problems based on their implicit beliefs and based on their personal factors. Our study revealed that students tended to choose non-realistic responses by ignoring real-world knowledge and excluding realistic considerations when doing realistic mathematics tasks. There were no significant differences in students’ reactions to word problems according to their attitude, grade, and gender.\",\"PeriodicalId\":44645,\"journal\":{\"name\":\"Pedagogika-Pedagogy\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.4000,\"publicationDate\":\"2023-08-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Pedagogika-Pedagogy\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15823/p.2023.150.2\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogika-Pedagogy","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15823/p.2023.150.2","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Students’ Responses to the Realistic Word Problems and Their Mathematics-Related Beliefs in Primary Education
The main purpose of this study is to investigate students’ reactions when doing realistic word problems based on their implicit beliefs and based on their personal factors. Our study revealed that students tended to choose non-realistic responses by ignoring real-world knowledge and excluding realistic considerations when doing realistic mathematics tasks. There were no significant differences in students’ reactions to word problems according to their attitude, grade, and gender.
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