The Role of Beliefs and Motivational Variables in Enhancing Word Problem Solving

A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with differ...

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Published inScandinavian journal of educational research Vol. 63; no. 2; pp. 179 - 197
Main Authors Pongsakdi, Nonmanut, Laakkonen, Eero, Laine, Teija, Veermans, Koen, Hannula-Sormunen, Minna M., Lehtinen, Erno
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 23.02.2019
Taylor & Francis Ltd
Subjects
Beliefs
Elementary education
Elementary School Students
Elementary School Teachers
Faculty Development
Foreign Countries
Grade 4
Grade 6
Learning
Mathematical Models
Mathematical problems
Mathematics
Mathematics Instruction
Motivation
Problem Solving
Program Effectiveness
Student Attitudes
Student Motivation
Student Problems
Students
Word problem (mathematics)
word problem solving
Word Problems (Mathematics)
Finland
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Summary:A Word Problem Enrichment programme (WPE) has been found to increase student word problem solving performance when facing non-routine and application problems. However, it is unknown if the WPE has an impact on student beliefs about word problem solving and how the WPE works for students with different motivation in learning mathematics. This study investigated the impact of the WPE on student beliefs about word problem solving by using Latent Profile Analysis and Structural Equation Modelling to analyse relations among the different cognitive, motivation, and belief factors. A total of 170 fourth- and sixth-grade students from elementary schools participated. Results showed that the effects of WPE are various depending on students' initial motivation level. The impacts of the WPE on student beliefs were found only in students with a low initial motivation level, while its impacts on student problem-solving performance were found only in students with a high initial motivation level.
ISSN:0031-3831
1470-1170
DOI:10.1080/00313831.2017.1336475