英语翻译速度求大婶翻译啊,明天要交了Comprehension of arithmetic word problems

英语翻译速度求大婶翻译啊,明天要交了Comprehension of arithmetic word problems byfifth-grade pupils:Representations and selection of informationBackground.Understanding word problems leads to the construction of differentlevels of representation.Some levels specify the elements which are indispensable forsolving the problem (problem model,PM) and others specify the agents,actions andevents in everyday concepts (situation model,SM).Aims.By studying how the information is selected,we try to specify the nature of therepresentations constructed during the reading of a word problem:understanding aproblem leads to the construction of two complementary levels of representation (PMand SM) or to the construction of only one representation (PM) Sample.Ninety-one fifth-grade pupils (mean age 10 years 9 months) took part in thisstudy and were divided into two groups according to their mathematical ability.Method.As well as the information considered as indispensable for solving theproblems (solving information),different types of information (situational information)were introduced into standard word problems.In a first task,participants were askedto select the information in order to ‘make the word problem as short as possible’(locate the elements used for developing PM).In a second task,they were asked toselect the information in order to ‘make the word problem easier to understand’(determine whether the participants developed a SM).Results.The participants successfully differentiated between the solving informationand the situational information.An interaction was also observed between the type ofinformation and the task.The mathematical ability of the participants was seen to havean influence on the selection of situational information.Conclusion.Understanding leads to the construction of two complementaryrepresentation levels:the problem model and the situation model.