Visual and Non-Visual Representations Used by Elementary School Students When Solving Word Problems

Abstract

The aim of this study is to determine the visual and non-visual representations that students use while solving problems and examine whether the assumed differences between these representations predict verbal problem solving performance. For this, the mixed-nested design was chosen. Thematic and relational models were used together. Data were collected from 4th-grade students in Ankara and Adana, Turkey. By examining the correct and incorrect answers to the Mathematical Operations Test and the solutions given to this test, the preferred representation types were determined. As a result of the analyses, although the symbolic representation type was chosen for the solution to each problem in the test, it was seen that the correct answer rates for the questions solved with the schematic representation were higher. In addition, it was determined that the preference of only schematic representation, one of the representation types in the research, predicted problem solving performance. Accordingly, primary school teachers can be trained to include visual representations in their solutions while solving mathematical problems in their classrooms.