Abstract
Summary. Schematic knowledge was assessed through text editing of algebraic story problems. Seventy‐two students in tenth grade were required to denote what information essential to solution was missing from problems, and to detect irrelevant information within problems. The capacity of students to identify the necessary and sufficient information needed for solution of problems accounted for 90 per cent of variance in the solution rates for these same problems. Further, text editing correlated highly with the ability of students to determine whether algebraic story problems were similar to or different from each other. The results offer support to claims that knowledge of problem structure is necessary for solution of algebraic story problems.
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