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Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty

Sarah R Powell1, Lynn S Fuchs, Douglas Fuchs

  • 1Department of Special Education, Vanderbilt University, USA.

Journal of Learning Disabilities
|November 18, 2008
PubMed
Summary
This summary is machine-generated.

Problem type impacts math word problem difficulty differently for students with mathematics difficulties (MD) and those with MD plus reading difficulties (MDRD). Missing information position did not affect difficulty for either group.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Cognitive Science

Background:

  • Mathematics difficulty (MD) presents a significant challenge for many students.
  • Understanding subtypes of MD, such as MD only versus MD with reading difficulties (MDRD), is crucial for targeted interventions.
  • Word problem features may interact with MD status to influence learning outcomes.

Purpose of the Study:

  • To investigate how word problem features (problem type and missing information position) affect problem difficulty for students with different MD profiles.
  • To determine if these features differentially impact students with MD only versus those with MDRD.
  • To inform subtyping of MD and instructional strategies.

Main Methods:

  • Third-grade students (n=327) were categorized into three groups: no MD, MD only, and MDRD.
  • Participants completed assessments involving 14 word problems.
  • Problem features analyzed included problem type (total, difference, change) and the position of missing information.

Main Results:

  • Problem type significantly affected word problem difficulty differently for MDRD students compared to MD-only students.
  • The position of missing information in the number sentence did not differentially affect problem difficulty across MD subtypes.
  • Findings support the hypothesis that mathematical cognition varies across MD subtypes.

Conclusions:

  • The interaction between problem type and MD subtype highlights the need for nuanced approaches to mathematics instruction.
  • Instructional strategies should consider the specific profile of a student's learning difficulties.
  • Further research into MD subtyping can refine educational support for students facing mathematical challenges.