Words in the way : Identifying linguistic challenges in medication dosage math prompts
Title
Words in the way : Identifying linguistic challenges in medication dosage math prompts
Creator
Hansen, Katie
Description
Hansen, Katie
This paper explores linguistic factors in medication calculation dosage prompts that contribute to dosage errors. Seven nursing students at a Midwestern, private liberal arts college participated in this non-random purposive study which included responding orally to basic knowledge questions related to medication calculations. Participants then responded to several medication calculation questions through a simultaneous written and think aloud process. Participants finally responded to several interview questions regarding their experiences in responding to the oral questions, the think aloud questions as well as their experiences with learning dosage calculations. Results indicated that students tended to have more errors when prompts were written in ways that conflicted with their natural math language. Additionally, students made more errors when instructions related to frequency of dose were implied or indirect. Furthermore, participant responses to the interview questions substantiated the types errors found in the oral questions indicating that students need instructor support to assist them in making connections between concrete concepts and abstract representations of them. These findings are supported by Vygotskian theories that attribute the solidification of mathematical concepts to analytical interactions with teachers.
This paper explores linguistic factors in medication calculation dosage prompts that contribute to dosage errors. Seven nursing students at a Midwestern, private liberal arts college participated in this non-random purposive study which included responding orally to basic knowledge questions related to medication calculations. Participants then responded to several medication calculation questions through a simultaneous written and think aloud process. Participants finally responded to several interview questions regarding their experiences in responding to the oral questions, the think aloud questions as well as their experiences with learning dosage calculations. Results indicated that students tended to have more errors when prompts were written in ways that conflicted with their natural math language. Additionally, students made more errors when instructions related to frequency of dose were implied or indirect. Furthermore, participant responses to the interview questions substantiated the types errors found in the oral questions indicating that students need instructor support to assist them in making connections between concrete concepts and abstract representations of them. These findings are supported by Vygotskian theories that attribute the solidification of mathematical concepts to analytical interactions with teachers.
Date
2012
Publisher
Alverno College
Extent
80 pages
Language
English
Format
PDF
Type
Text
Inquiry Project
Subject
Word problems (Mathematics)
Rights
These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.
Collection
Citation
Hansen, Katie, “Words in the way : Identifying linguistic challenges in medication dosage math prompts,” Alverno College Library Digital Commons, accessed May 16, 2024, https://alverno.omeka.net/items/show/471.