Relationships between understanding and solving word problems of multiplicative structure

Abstract

The objective of the study was to investigate the relationships between understanding word problems of multiplicative structure and performance when solving these problems. Third, 4th and 5th grades students were asked to solve multiplication and division problems (Problem-Solving Task) and to answer questions about the statement of the problems (Problem-Understanding Task). For the three school years it was easier to understand what needed to be found in the problem (literal information) than to understand which operation and which numbers to use in the resolution of the problem (inferential information). Although performance in the three school years was limited, relationships were identified between understanding the word the problems and the ability to solve them. Understanding what needed to be found and identifying the relevant numerical information had a positive impact on solving the problems, and it was more significant than the ability to identify the appropriate operation to be applied.