Abstract
This study underscores the critical role of mental representation and advanced reading comprehension in solving mathematical word problems. Proficient problem solvers create nuanced mental models of problem situations, while less successful ones rely on simpler translations. Advanced reading comprehension aids in navigating the complexity of word problems, including element sequencing and semantic relations. The purpose of this study was to assess the impact of a self-questioning strategy on four elementary students’ comprehension of additive problems. These students were trained to ask questions that helped uncover semantic relations in problems. Results showed significant improvement in their ability to interpret these relations and apply the self-questioning method to comprehend two-step additive problems.
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