This paper reports on an experiment comparing students’ results on image-rich numeracy problems and on equivalent word problems. Given the well reported problematic nature of word problems, the hypothesis is that students score better on image-rich numeracy problems than on comparable word problems. To test the hypothesis a randomized controlled trial was conducted with 31,842 students from primary, secondary, and vocational education. The trial consisted of 21 numeracy problems in two versions: word problems and image-rich problems. The hypothesis was confirmed for the problems used in this experiment. With the insights gained we intend to improve the assessment of students’ abilities in solving quantitative problems from daily life. Numeracy, word problem, image-rich problem, randomized controlled trial, assessment
Presentation at the ALM28 Conference: Numeracy and Vulnerability, 5-7 july, Universität Hamburg, Germany.
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We are well into the 21st century now and the urgency for lifelong learning is growing especially regarding numeracy. There are major societal and policy pressures on education to prepare citizens for a complex and technologized society, in literature referred to as “21st century skills” (Voogt & ParejaRoblin, 2012), “global competences” (OECD, 2016a) or “the 4th industrial revolution” (Schwab, 2016). International research has demonstrated the economic and social value of literacy and numeracy knowledge and skills (Hanushek and Wöbmann, 2012; Grotlüschen, et al. 2016). With respect to numeracy (and/or mathematics) education, we explore the implications of these pressures to the mathematical demands at individuals living and working in modern life, and what is expected from numeracy education as society moves further into the 21st century. New means of communication and types of services have changed the way individuals interact with governments, institutions, services and each other, and social and economic transformations have in turn, changed the nature of the demand for skills as well.
