USING SPATIAL REPRESENTATION TO TEACH PRIMARY MATHEMATICAL COMPARE WORD PROBLEMS

Abstract

Mathematical compare problems are problems that contain a relational statement. Past research has shown that students make significantly more reversal errors on inconsistent language compare problems and especially on inconsistent addition problems. This present study is an attempt to investigate the effectiveness of a diagramming method on students' ability to solve compare problems. Thirty-two Primary Two students were randomly assigned to either the diagram or control group and a pretest-posttest design was used. Results at pre-test revealed that students had more errors on inconsistent language problems, especially on inconsistent addition problems. At post-test, students in the diagram group had a significant reduction in reversal errors on both target and transfer problems while students in the control group did not. A qualitative analysis was also done on the errors that the diagram group made at post-test. Possible reasons for why such errors occurred were suggested. In addition, suggestions for teaching and implications for further research were discussed.