Enhancing students' comprehension of the conceptual structure of algebra word problems.

Abstract

Three experiments investigated students' ability to classify and solve similar algebra word problems. Four groups of problems were used, varying along 2 dimensions: problem equation type (2 types) and problem structure type (2 types). Students were presented problem pairs and asked to rate the potential usefulness of Problem 1 in solving Problem 2. With no instruction, students rated problems sharing conceptual structure as being more helpful, regardless of equation type. Pairs with similar equations did not show this effect (Experiment 1). This effect was enhanced by brief instruction, which illustrated structural similarities (Experiment 3)