MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02164nam a22002417a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20221107153555.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
221107b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Walkington, Candace |
| Relator term |
author |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
How readability and topic incidence relate to performance on mathematics story problems in computer-based curricula |
| Statement of responsibility, etc. |
created by C.Walkington, Clinton, V., Ritter, S. N., & Nathan, M. J |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Pennysylavania |
| Name of producer, publisher, distributor, manufacturer |
American Psychological Association |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015 |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Volume/sequential designation |
Volume , number , |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Solving mathematics story problems requires text comprehension skills. However, previous studies have found few connections between traditional measures of text readability and performance on story problems. We hypothesized that recently developed measures of readability and topic incidence measured by text-mining tools may illuminate associations between text difficulty and problem-solving measures. We used data from 3,216 middle and high school students from 10 schools using the Cognitive Tutor Algebra program; these schools were geographically, socioeconomically, racially, and ethnically diverse. We found that several indicators of the readability and topic of story problems were associated with students’ tendency to give correct answers and request hints in Cognitive Tutor. We further examined the individual skill of writing an algebraic expression from a story scenario, and examined students at the lowest performing schools in the sample only, and found additional associations for these subsets. Key readability and topic categories that were related to problem-solving measures included word difficulty, text length, pronoun use, sentence similarity, and topic familiarity. These findings are discussed in the context of models of mathematics story problem solving and previous research on text comprehension. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
readability |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
algebra |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
data-mining |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1037/edu0000036 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |