Abstract
The problem-solving strategies used by schooled and unschooled Nigerian children to solve simple addition and subtraction word problems were studied using clinical interviews to find the effect of schooling on advanced strategies, and to assess the influence of the children's native language. Forty-eight schooled children from Grades 1 through 4 (ages 6 1/2 through 9 1/2 years) and 47 unschooled children from ages 7 through 14 years solved a broad range of addition and subtraction word problems. The schooled children answered more problems correctly and used more advanced strategies when the problems were presented in their native language than when the problems were presented in English. The performance of the schooled and the unschooled children was similar when 2-4 years allowance for age difference was made for the unschooled children.
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