Words and Worlds

Modeling Verbal Descriptions of Situations

Series: 

In this book, the reader is invited to enter a strange world in which you can tell the age of the captain by counting the animals on his ship, where runners do not get tired, and where water gets hotter when you add it to other water. It is the world of a curious genre, known as "word problems" or "story problems". It originated in the ancient civilizations of Egypt, China, and India, and is the subject of daily rituals among students and teachers in mathematics classrooms all around the world. An international group of scholars with a shared interest in this phenomenon explore multiple aspects of this world from multiple perspectives. These discussions take us deep into philosophical issues of the relationships between words, mathematical systems, and the physical and social worlds we all inhabit. Empirical investigations are reported that throw light on how students and their teachers experience and interpret this activity, raising profound questions about the nature and purposes of mathematics teaching/learning in general and how it could be improved.

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Genre, Simulacra, Impossible Exchange, and The Real
How Postmodern Theory Problematises Word Problems
Pages: 21–38
“I am not talking about reality”
Word Problems and the Intricacies of Producing Legitimate Text
Pages: 39–53
On the Problematic of Word Problems − Language and the World we Inhabit
Discussion of Part I: Theoretical Perspectives
Pages: 55–69
Realistic Contexts, Mathematics Assessment, and Social Class
Lessons for Assessment Policy from an English Research Programme
Pages: 93–110
Can Mathematics Problems Help with the Inequities in the World?
Discussion of Part II: Sociocultural Factors
By: Jo Boaler
Pages: 131–139
Realistic Problem Solving in China
Students’ Performance, Interventions, and Learning Settings
Pages: 161–176
The Issue of Reality in Word Problem Solving
Learning from Students’ Justifications of “Unrealistic” Solutions to Real Wor(l)d Problems
Pages: 195–209
Teachers’ Knowledge and Practices Regarding Contextual Problems and Real World Connections
Discussion of Part IV: Probing Teachers’ Conceptions
Pages: 283–293
The Changing Realities of Classroom Mathematical Problem Solving
Discussion of Part V: Changing Classrooms
Pages: 351–362
Educational Researchers and their students
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