Page 424 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
P. 424
onora Doz, Mara Cotič, and Maria Chiara Passolunghi
Fuchs, L. S., R. O. Zumeta, R. F. Schumacher, S. R. Powell, P. M. Seethaler, C. L.
Hamlett, and D. Fuchs. 2010. ‘The Effects of Schema-Broadening Instruc-
tion on Second Graders’ Word-Problem Performance and Their Ability to
Represent Word Problems with Algebraic Equations: A Randomized Con-
trol Study.’ Elementary School Journal 110:440–463.
Hegarty, M., R. E. Mayer, and C. E. Green. 1992. ‘Comprehension of Arithmetic
Word Problems: Evidence from Students’ Eye Fixations.’ Journal of Educa-
tional Psychology 84 (1): 76–84.
Hegarty, M., R. E. Mayer, and C. A. Monk. 1995. ‘Comprehension of Arithmetic
Word Problems: A Comparison of Successful and Unsuccessful Problem
Solvers.’ Journal of Educational Psychology 87 (1): 18–32.
Hembree, R. 1992. ‘Experiments and Relational Studies in Problem Solving: A
Meta-Analysis.’ Journal for Research in Mathematics Education 23 (3): 242–
273.
Jitendra, A. 2019. ‘Using Schema-Based Instruction to Improve Students’ Math-
ematical Word Problem Solving Performance.’ In International Handbook of
Mathematical Learning Difficulties, edited by A. Fritz, V. Haase, and P. Räsä-
nen, 595–609. Cham: Springer.
———. 2002. ‘Teaching Students Math Problem-Solving through Graphic Rep-
resentations.’ Teaching Exceptional Children 34 (4): 34–38.
Jitendra, A. K., C. C. Griffin, A. Deatline-Buchman, and E. Sczesniak. 2007. ‘Math-
ematical Word Problem Solving in Third-Grade Classrooms.’ The Journal of
Educational Research 100 (5): 283–302.
Kalyuga, S. 2008. ‘Schema Acquisition and Sources of Cognitive Load.’ In Cog-
nitive Load: Theory & Application, edited by J. L. Plass, R. Moreno, and R.
Brünken, 48–64. New York: Cambridge University Press.
Kaur, B. 2019. ‘The Why, What and How of the “Model” Method: A Tool for Repre-
senting and Visualizing Relationships When Solving Whole Number Arith-
metic Word Problems.’ ZDM – Mathematics Education 51:151–168.
Kho, T. H. 1987. ‘Mathematical Models for Solving Arithmetic Problems.’ In Pro-
ceedings of the 4th Southeast Asian Conference on Mathematics Education
(ICMI-SEAMS), 345–351. Singapore: Institute of Education.
Kintsch, W., and J. G. Greeno. 1985. ‘Understanding and Solving Word Arith-
metic Problems.’ Psychological Review 92 (1): 109–129.
Koning, de B. B., A. J. Boonen, J. Jongerling, F. van Wesel, and M. van der Schoot.
2022. ‘Model Method Drawing Acts as a Double-Edged Sword for Solving
Inconsistent Word Problems.’ Educational Studies in Mathematics 111 (1): 29–
45.
Koning, de B. B., A. J. Boonen, and M. van der Schoot. 2017. ‘The Consistency
Effect in Word Problem Solving is Effectively Reduced through Verbal In-
struction.’ Contemporary Educational Psychology 49:121–129.
Kwok, M., R. M. Welder, J. Moore, and A. M. Williams. 2022. ‘Beyond Keywords:
424
Fuchs, L. S., R. O. Zumeta, R. F. Schumacher, S. R. Powell, P. M. Seethaler, C. L.
Hamlett, and D. Fuchs. 2010. ‘The Effects of Schema-Broadening Instruc-
tion on Second Graders’ Word-Problem Performance and Their Ability to
Represent Word Problems with Algebraic Equations: A Randomized Con-
trol Study.’ Elementary School Journal 110:440–463.
Hegarty, M., R. E. Mayer, and C. E. Green. 1992. ‘Comprehension of Arithmetic
Word Problems: Evidence from Students’ Eye Fixations.’ Journal of Educa-
tional Psychology 84 (1): 76–84.
Hegarty, M., R. E. Mayer, and C. A. Monk. 1995. ‘Comprehension of Arithmetic
Word Problems: A Comparison of Successful and Unsuccessful Problem
Solvers.’ Journal of Educational Psychology 87 (1): 18–32.
Hembree, R. 1992. ‘Experiments and Relational Studies in Problem Solving: A
Meta-Analysis.’ Journal for Research in Mathematics Education 23 (3): 242–
273.
Jitendra, A. 2019. ‘Using Schema-Based Instruction to Improve Students’ Math-
ematical Word Problem Solving Performance.’ In International Handbook of
Mathematical Learning Difficulties, edited by A. Fritz, V. Haase, and P. Räsä-
nen, 595–609. Cham: Springer.
———. 2002. ‘Teaching Students Math Problem-Solving through Graphic Rep-
resentations.’ Teaching Exceptional Children 34 (4): 34–38.
Jitendra, A. K., C. C. Griffin, A. Deatline-Buchman, and E. Sczesniak. 2007. ‘Math-
ematical Word Problem Solving in Third-Grade Classrooms.’ The Journal of
Educational Research 100 (5): 283–302.
Kalyuga, S. 2008. ‘Schema Acquisition and Sources of Cognitive Load.’ In Cog-
nitive Load: Theory & Application, edited by J. L. Plass, R. Moreno, and R.
Brünken, 48–64. New York: Cambridge University Press.
Kaur, B. 2019. ‘The Why, What and How of the “Model” Method: A Tool for Repre-
senting and Visualizing Relationships When Solving Whole Number Arith-
metic Word Problems.’ ZDM – Mathematics Education 51:151–168.
Kho, T. H. 1987. ‘Mathematical Models for Solving Arithmetic Problems.’ In Pro-
ceedings of the 4th Southeast Asian Conference on Mathematics Education
(ICMI-SEAMS), 345–351. Singapore: Institute of Education.
Kintsch, W., and J. G. Greeno. 1985. ‘Understanding and Solving Word Arith-
metic Problems.’ Psychological Review 92 (1): 109–129.
Koning, de B. B., A. J. Boonen, J. Jongerling, F. van Wesel, and M. van der Schoot.
2022. ‘Model Method Drawing Acts as a Double-Edged Sword for Solving
Inconsistent Word Problems.’ Educational Studies in Mathematics 111 (1): 29–
45.
Koning, de B. B., A. J. Boonen, and M. van der Schoot. 2017. ‘The Consistency
Effect in Word Problem Solving is Effectively Reduced through Verbal In-
struction.’ Contemporary Educational Psychology 49:121–129.
Kwok, M., R. M. Welder, J. Moore, and A. M. Williams. 2022. ‘Beyond Keywords:
424
