User:Harpleigh/sandbox

Sources:

Scheibling-Sève, C., Pasquinelli, E., & Sander, E. (2020). Assessing conceptual knowledge through solving arithmetic word problems. Educational Studies in Mathematics, 103(3), 293–311. https://doi.org/10.1007/s10649-020-09938-3

Discusses the role of non-mathematical knowledge, flexibility, duel-strategies, and two studies to asses whether or not "failing to solve isomorphic problems is an indicator of lack of conceptual knowledge."

Rich, K. M., & Yadav, A. (2020). Applying Levels of Abstraction to Mathematics Word Problems. TechTrends: Linking Research & Practice to Improve Learning, 64(3), 395–403. https://doi.org/10.1007/s11528-020-00479-3

Discusses applying different levels of abstraction to word problems and the effects.

Lin, X. Investigating the Unique Predictors of Word-Problem Solving Using Meta-Analytic Structural Equation Modeling. Educ Psychol Rev 33, 1097–1124 (2021). https://doi.org/10.1007/s10648-020-09554-w

Cognitive and academic skills.