Studying the Effect of Academic Status on the Results of Personalization of Mathematical Word Problems
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Abstract
This study aimed to investigate the effect of specializing of mathematical word problems on students' problem-solving performance in the schools of Izeh city. Participants in this study are 60 students, of which 20 are in the fifth grade of elementary school, 20 are in the third grade of middle school and 20 are in the second grade of high school. After collecting the average math scores of students in the three academic years, they were divided into groups of high, middle, and lower status. The content of the problems in each level was selected according to the contents of the textbooks of the previous years and what the students were familiar with.
The results showed that the scores of students in each group when the instructions for assigning the mathematical word problems were done; there was an increase in the performance of the students in comparison with the case where this was not done. The difference in performance between students with low academic status is higher than students with middle education status and this group is higher than students with high academic status. The research results suggest that specializing in mathematical word problems increases their motivation and understanding of problems by helping the learner to interpret problems and engage them in the information that is important to them. Furthermore, by personalizing math problems, students become more interested in math problems and can easily have a mental idea of the problem.
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