Strategy Profiles in Solving Algebra Word Problems: A Person-Centered Bayesian Classification Approach for Chinese...

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Mathematics Education

Background:

• Reversal errors are a common challenge in algebra word problem-solving.
• Understanding how sentence structures influence cognitive processes is crucial for effective learning.
• Individual differences in strategy use impact problem-solving performance.

Purpose of the Study:

• To investigate the reversal error phenomenon in Chinese students' algebra word problem-solving.
• To examine the influence of sentence structures on problem-solving performance and strategies.
• To identify distinct strategy profiles and grade-related differences in their use.

Main Methods:

• A person-centered Bayesian classification approach was employed.
• Individual differences in problem-solving strategies were analyzed across different grade levels.
• Performance metrics including error rates and response times were recorded.

Main Results:

• Reversal errors were confirmed among Chinese students, significantly influenced by sentence structures.
• Students performed better on congruent problems than incongruent ones, with fewer errors and faster responses.
• Five distinct strategy profiles were identified, with younger students favoring direct translation and older students analytic strategies.

Conclusions:

• Sentence structures play a significant role in algebra word problem-solving and the occurrence of reversal errors.
• Cognitive processes differ between congruent and incongruent problem-solving.
• Findings suggest targeted interventions to address reversal errors based on developmental strategy differences.