Abstract
Mathematical word problem solving (MWPS) involves multiple steps, including comprehending the problem statements, determining the arithmetic operations that have to be performed, and finding the answers. This study investigated the relative contributions of different cognitive and affective variables to children’s MWPS. To achieve this goal, 116 third-grade Chinese children were tested. Results showed that after controlling for age and non-verbal intelligence, the abilities to solve direct and indirect mathematical word problems were positively correlated with the working memory component of executive function, reading comprehension ability, math fact fluency and math anxiety. Moreover, math anxiety was found to fully mediate the relationships between reading anxiety and MWPS. Implications of the findings on how to promote children’s MWPS skills were discussed.
Highlights
One of the major goals of mathematics learning is to know how to apply mathematical concepts to solve problems in everyday life (Kilpatrick et al, 2001)
Math fact fluency and math anxiety were significantly correlated with both direct and indirect mathematical word problem solving (MWPS)
The present study examined the relative contributions of different cognitive and affective variables to children’s MWPS
Summary
One of the major goals of mathematics learning is to know how to apply mathematical concepts to solve problems in everyday life (Kilpatrick et al, 2001). Struggle with mathematical word problem solving (MWPS) (Hegarty et al, 1995). This happens perhaps because MWPS is not a simple task but involves at least three steps. Children have to represent the problem situation, choose a solution strategy, and apply the strategy to obtain the answer (Willis and Fuson, 1988). MWPS does call for children’s mathematical knowledge, and their general cognitive skills (such as the abilities to focus only on relevant information in the problem statements, storing information of the problem situation in the working memory while retrieving possible solution strategies from the long-term memory) as well as their reading skills (Stern, 1993). In view of the above, the present study was interested in investigating the relative contributions of different cognitive and affective variables to children’s MWPS
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