Children’s Thinking in Arithmetic Word Problem Solving

Abstract

AbstractChildren’s arithmetic problem solving was studied in the context of addition and subtraction word problems, half of each kind requiring carrying or borrowing. Response latency and error data indicated that subtraction was uniformly more difficult than addition and that carrying or borrowing introduced extra difficulty as well. Analysis of the kinds of errors children made was conducted in terms of the important distinction between systematic rule-based errors, “bugs,” and nonsystematic calculation or working memory errors, termed “slips.” The subjects’ verbal reports were also analyzed, revealing a rich variety of strategies used in solving the problems. Aside from using the taught algorithm for two-digit additions or subtractions, subjects demonstrated many “invented” strategies, many of them tailored to the nature of the problem being solved. The understanding of children’s word problem solutions in terms of flexible strategy use and the realization that many errors have a lawful, systematic bas...