Arithmetic Word Problems Research Articles

Solving arithmetic word problems: Role of reading and computational skills.

Solving arithmetic word problems: Role of reading and computational skills.

Solving arithmetic word problems: Role of reading and computational skills.

Solving arithmetic word problems: Role of reading and computational skills.

Put Your Students in the Picture for Better Problem Solving

Teachers always are on the lookout for some way to use the natural interests of students in teaching them the basic skills they need to know. Most students—both girls and boys—love to read about, to hear about, and to discuss feats that set new world records. Commercial materials that make use of some of these records are on the market, but you may want to focus on certain types of lessons that the commercial material does not cover. One of the best uses of information about record-setting events is to combine reading and arithmetic skills in ways that will extend the students' understanding of solving word problems in arithmetic. Removing some of the mystery from word problems by helping students to create and solve their own word problems that use reports of world records in various areas of sports and in other fields is one good way of providing instruction and practice in solving word problems. Take a record and present it in an attractive format similar to the one that follows.

Problem Solving for the Primary Grades

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

A semantic analysis of addition and subtraction word problems in arithmetic

A semantic analysis of addition and subtraction word problems in arithmetic

Children's solution processes in arithmetic word problems.

Children's solution processes in arithmetic word problems.

Time and Error Consequences of Irrelevant Data and Question Placement in Arithmetic Word Problems II: Fourth Graders

AbstractThe data from forty-four fourth grade Ss were analyzed in a 2 X 2 factorial design which involved question placement and the presence of extraneous data as independent variables. Two dependent variables were considered, total errors and total time to solve the problems. The results revealed a significant effect for extraneous data, with time as the dependent variable. No significant effects were found for question placement. In addition, no significant results were found with errors as the dependent variable.

Performance of Good and Poor Problem Solvers on Arithmetic Word Problems Presented in a Modified Cloze Format1

AbstractThe performance of 9-year-old EMR good and poor arithmetic problem solvers was compared on a test composed of problems written in a modified cloze format, where closure was required on the verb. Subjects in the two groups did not differ significantly on MA, CA, or IQ, The good problem solvers performed significantly better than the poor problem solvers on both extraneous and non-extraneous information modified cloze problems. For both groups, the extraneous information problems proved to be harder than those without extraneous information.

Structural variables affecting CaI performance on arithmetic word problems of disadvantaged and deaf students

We have shown that it is possible to account for a substantial portion of variability in student responses to arithmetic word problems using variables that describe structural features of the problems. However, the results obtained at this stage in our investigations are situation-dependent. The greater variance in observed proportion correct compared with the variance in the predicted proportions, and the differing sets of variables contributing significantly to the regressions come as no surprise. First, the population for this study differed from that used in the pilot study. Second, it is clear that characteristics of the problem set, for example, the frequency of occurrence of exemplars for the range of values for each variable and the way variable values are combined in problem types, affect the weighting for each variable in the regression analysis. Thus, differences were expected because different problem sets were used for the pilot study and the present study.

Structural variables affecting CAI performance on arithmetic word problems of disadvantaged and deaf students

Structural variables affecting CAI performance on arithmetic word problems of disadvantaged and deaf students

Structural variables that determine problem-solving difficulty in computer-assisted instruction.

The research examined the problem-solving performance of 16 sixthgrade students from a depressed area. The students were first taught the mechanics of how to use a computer-based teletype to solve arithmetic word problems. Following the initial instruction set, a series of 100 word was presented to the students. The solutions of these were analyzed to determine the variables related to problem difficulty. A linear regression analysis showed that a word problem is difficult to solve if (a) it is of a different type from the problem that preceded it, (6) its solution requires a large number of different operations, (c) its surface structure is complex, (d) it has a large number of words, or (e) it requires a conversion of units. There exists a great diversity of approaches to the investigation of human problem solving, and a wide range of materials, techniques, and problems has been used for such study. Subjects have been required to solve anagrams, matchstick problems, water-jar problems, pendulum problems, concept-identification problems, analogy problems, number-series problems, or arithmetical word problems, to name but a few. Although several theoretical formulations have been offered and many facts have been discovered, there is still no single adequate theory into which they can be integrated. In addition, there is little analysis of why arithmetic word problems, specifically, are difficult for students. We know that students have difficulty in solving word problems. The present study was an attempt to find out why. It is an attempt to explore the notion that in solving a set of word problems, certain items are more difficult to solve than others, and to understand what structural variables cause some word to be hard and others to be easy.

Shall we move the question?

Many children have difficulty solving word problems in arithmetic. Is this difficulty due to the way in which the problem is stated? That is, should the question to be answered be placed at the beginning of the problem, or at the end of the problem?*

The Scientific Method of Problem Solving

Recently, while engaged in student teaching at The University of Texas, the author worked with a unique method of solving arithmetic word problems which was so successful that she wants to share this technique with other teachers.