Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Developmental Psychology

Background:

• Traditional research on individual differences in word-problem solving (WPS) relies on average relationships between cognitive processes and outcomes.
• A gap exists in understanding how these component processes vary across the spectrum of WPS performance.

Purpose of the Study:

• To investigate if and how component processes involved in WPS differ across varying levels of student ability.
• To provide a nuanced understanding of the cognitive underpinnings of word-problem solving.

Main Methods:

• Assessed 1,130 second graders on component processes: reasoning, attentive behavior, working memory, language comprehension, calculation fluency, and word reading.
• Utilized multilevel, unconditional quantile multiple regression to analyze the data.
• Examined the relationship between component processes and WPS performance across different performance quantiles.

Main Results:

• Calculation fluency and language comprehension were more critical for higher levels of WPS.
• Working memory's role was more pronounced in intermediate WPS performers compared to strong performers.
• Identified differential engagement of calculation fluency, language comprehension, and working memory in WPS based on overall skill.

Conclusions:

• The findings highlight that the cognitive demands of word-problem solving are not uniform across all skill levels.
• Results suggest that instructional strategies for WPS can be tailored based on students' current proficiency.
• This research provides a foundation for developing differentiated interventions to support diverse learners in mathematics.