Solving arithmetic word problems: an analysis of classification as a function of difficulty in children with and...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Word problem difficulty varies based on semantic structure, operation type, and unknown quantity position.
• Children with arithmetic learning disabilities (ALD) may exhibit unique patterns in word problem comprehension compared to typically achieving peers.

Purpose of the Study:

• To classify word problem difficulty for children with ALD versus typically achieving children.
• To investigate the influence of semantic structure, operation, and unknown position on word problem difficulty.

Main Methods:

• Utilized facet theory and multidimensional scaling (MINISSA) for response analysis.
• Compared problem-solving performance between children with ALD (n=104) and typically achieving students (n=44).
• Examined semantic structures (Change, Combine, Compare, Equalize), operations (addition, subtraction), and unknown quantity position.

Main Results:

• Word problem difficulty classifications differed between children with ALD and typically achieving students.
• The position of the unknown quantity was a more significant factor in difficulty than semantic structure or operation.
• Noncanonical problems, particularly those with the unknown first, posed the greatest challenge for children with ALD.

Conclusions:

• Problem structure, especially unknown position, is a critical determinant of word problem difficulty.
• Children with ALD demonstrate distinct difficulties with specific word problem structures, highlighting the need for targeted interventions.