Page 425 - 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
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The Development of Strategies for Solving Arithmetic Word Problems
Applying Systemic Functional Linguistics to Unpack the Language of Ad-
ditive Word Problems.’ International Journal of Science and Mathematics Ed-
ucation 20:163–186.
Lin, X. 2021. ‘Investigating the Unique Predictors of Word-Problem Solving Us-
ing Meta-Analytic Structural Equation Modeling.’ Educational Psychology
Review 33 (3): 1097–1124.
Lucangeli, D., P. Tressoldi, and M. Cendron. 1998. ‘Cognitive and Metacognitive
Abilities Involved in the Solution of Mathematical Word Problems.’ Con-
temporary Educational Psychology 23:257–275.
Mayer, R. E. 1992. Thinking, Problem Solving, Cognition. 2nd ed. New York: Free-
man.
Ng, S. F. 2004. ‘Developing Algebraic Thinking in Early Grades: Case Study of
the Singapore Primary Mathematics Curriculum.’ The Mathematics Educa-
tor 8:39–59.
Ng, S. F., and K. Lee. 2005. ‘How Primary Five Pupils Use the Model Method to
Solve Word Problems.’ The Mathematics Educator 9:60–83.
———. 2009. ‘The Model Method: Singapore Children’s Tool for Representing
and Solving Algebraic Word Problems.’ Journal for Research in Mathematics
Education 40:282–313.
Pape, S. J. 2003. ‘Compare Word Problems: Consistency Hypothesis Revisited.’
Contemporary Educational Psychology 28 (3): 396–421.
Passolunghi, M. C., G. D. De Blas, B. Carretti, I. Gomez-Veiga, E. Doz, and J. A.
Garcia-Madruga. 2022. ‘The Role of Working Memory Updating, Inhibition,
Fluid Intelligence, and Reading Comprehension in Explaining Differences
between Consistent and Inconsistent Arithmetic Word-Problem-Solving
Performance.’ Journal of Experimental Child Psychology 224:105512.
Passolunghi, M. C., I. Lonciari, and C. Cornoldi C. 1996. ‘Abilità di pianificazione,
comprensione, metacognizione e risoluzione di problemi aritmetici di tipo
verbale.’ Età Evolutiva 54:36–48.
Passolunghi, M. C., and L. S. Siegel, 2001. ‘Short-Term Memory, Working Mem-
ory, and Inhibitory Control in Children with Difficulties in Arithmetic Prob-
lem Solving.’ Journal of Experimental Child Psychology 80 (1): 44–57.
———. 2004. ‘Working Memory and Access to Numerical Information in Chil-
dren with Disability in Mathematics.’ Journal of Experimental Child Psychol-
ogy 88 (4): 348–367.
Pearce, D. L., F. Bruun, K. Skinner, and C. Lopez-Mohler. 2013. ‘What Teachers Say
About Student Difficulties Solving Mathematical Word Problems in Grades
2–5.’ International Electronic Journal of Mathematics Education 8 (1): 3–19.
Pongsakdi, N., A. Kajamies, K. Veermans, K. Lertola, M. Vauras, and E. Lehtinen.
2020. ‘What Makes Mathematical Word Problem Solving Challenging? Ex-
ploring the Roles of Word Problem Characteristics, Text Comprehension,
and Arithmetic Skills.’ ZDM – Mathematics Education 52 (1): 33–44.
425
Applying Systemic Functional Linguistics to Unpack the Language of Ad-
ditive Word Problems.’ International Journal of Science and Mathematics Ed-
ucation 20:163–186.
Lin, X. 2021. ‘Investigating the Unique Predictors of Word-Problem Solving Us-
ing Meta-Analytic Structural Equation Modeling.’ Educational Psychology
Review 33 (3): 1097–1124.
Lucangeli, D., P. Tressoldi, and M. Cendron. 1998. ‘Cognitive and Metacognitive
Abilities Involved in the Solution of Mathematical Word Problems.’ Con-
temporary Educational Psychology 23:257–275.
Mayer, R. E. 1992. Thinking, Problem Solving, Cognition. 2nd ed. New York: Free-
man.
Ng, S. F. 2004. ‘Developing Algebraic Thinking in Early Grades: Case Study of
the Singapore Primary Mathematics Curriculum.’ The Mathematics Educa-
tor 8:39–59.
Ng, S. F., and K. Lee. 2005. ‘How Primary Five Pupils Use the Model Method to
Solve Word Problems.’ The Mathematics Educator 9:60–83.
———. 2009. ‘The Model Method: Singapore Children’s Tool for Representing
and Solving Algebraic Word Problems.’ Journal for Research in Mathematics
Education 40:282–313.
Pape, S. J. 2003. ‘Compare Word Problems: Consistency Hypothesis Revisited.’
Contemporary Educational Psychology 28 (3): 396–421.
Passolunghi, M. C., G. D. De Blas, B. Carretti, I. Gomez-Veiga, E. Doz, and J. A.
Garcia-Madruga. 2022. ‘The Role of Working Memory Updating, Inhibition,
Fluid Intelligence, and Reading Comprehension in Explaining Differences
between Consistent and Inconsistent Arithmetic Word-Problem-Solving
Performance.’ Journal of Experimental Child Psychology 224:105512.
Passolunghi, M. C., I. Lonciari, and C. Cornoldi C. 1996. ‘Abilità di pianificazione,
comprensione, metacognizione e risoluzione di problemi aritmetici di tipo
verbale.’ Età Evolutiva 54:36–48.
Passolunghi, M. C., and L. S. Siegel, 2001. ‘Short-Term Memory, Working Mem-
ory, and Inhibitory Control in Children with Difficulties in Arithmetic Prob-
lem Solving.’ Journal of Experimental Child Psychology 80 (1): 44–57.
———. 2004. ‘Working Memory and Access to Numerical Information in Chil-
dren with Disability in Mathematics.’ Journal of Experimental Child Psychol-
ogy 88 (4): 348–367.
Pearce, D. L., F. Bruun, K. Skinner, and C. Lopez-Mohler. 2013. ‘What Teachers Say
About Student Difficulties Solving Mathematical Word Problems in Grades
2–5.’ International Electronic Journal of Mathematics Education 8 (1): 3–19.
Pongsakdi, N., A. Kajamies, K. Veermans, K. Lertola, M. Vauras, and E. Lehtinen.
2020. ‘What Makes Mathematical Word Problem Solving Challenging? Ex-
ploring the Roles of Word Problem Characteristics, Text Comprehension,
and Arithmetic Skills.’ ZDM – Mathematics Education 52 (1): 33–44.
425
