Learning to Solve Addition and Subtraction Word Problems through a Structure-plus-Writing Approach

Abstract

The aim of this study was to design and field-test instruction intended to help students construct knowledge about addition and subtraction story problems and determine if this knowledge would transfer to actually solving problems. The study tests two related hypotheses: (a) structure-pluswriting instruction will result in improved word-problem solving, and (b) this improvement will be more enduring than that resulting from a more traditional heuristic and practice-based approach. To test these hypotheses, 401 third-grade and fourth-grade students from 21 classrooms in six schools participated in a study in which the problem solving of children taught by a structure-plus-writing approach was compared to that of (a) a control group receiving no explicit instruction in arithmetic word-problem solving, and (b) a group receiving instruction based largely on practice and explicit heuristics. Both hypotheses were supported by the results. The structure-plus-writing group outperformed the group receiving practice and explicit heuristics instruction. Moreover, the structure-plus-writing group not only maintained this superiority but actually widened the gap, as shown by retention test results 10 weeks after treatment. The effectiveness of instruction based on a structured approach to authoring arithmetic word problems was strongly supported.