Inhibiting interference from prior knowledge: Arithmetic intrusions in algebra word problem solving

Abstract

In Singapore, 6–12 year-old students are taught to solve algebra word problems with a mix of arithmetic and pre-algebraic strategies; 13–17 year-olds are typically encouraged to replace these strategies with letter-symbolic algebra. We examined whether algebra problem-solving proficiency amongst beginning learners of letter-symbolic algebra is correlated with the ability to inhibit intrusions from the earlier arithmetic strategies. Similar to typical school practice in Singapore, we asked 14 year-old students ( N = 157) to use only letter-symbolic algebra to solve 9 algebra word problems. After having controlled for algebraic knowledge, working memory, and intelligence, better inhibitory ability still predicted fewer arithmetic intrusions and higher problem solving accuracy. Path analysis revealed 2 types of inhibition. Inhibition-of-reified-processes predicted accuracy through arithmetic intrusions. Inhibition-of-recently-learned-associations predicted accuracy through intelligence. Findings suggest establishing pedagogical links between arithmetic and algebraic methods may facilitate students' transition to letter-symbolic algebra.