Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies

Jaffe, Joshua Benjamin; Bolger, Donald Joseph

doi:10.1007/s10648-023-09821-6

Cited by 4 publications

(2 citation statements)

References 177 publications

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“…Instead, most studies involving arithmetic word problems identify semantic, linguistic, and processing-related factors, rather than numerical ones, as the reasons why people fail to construct a correct problem model (see Jaffe & Bolger, 2023, for a review). This review by Jaffe and Bolger (2023) argues that cognitive load increases when numbers are presented as text rather than in Arabic format; the reason for this is that number processing cannot circumvent a phonological step and be directly mapped onto numerical values (Damian, 2004). This suggests that number processing might interact with other problem-solving steps, but the review does not address the possibility of a magnitude-based mental representation.…”

Section: Number Processing In Models Explaining Arithmetic Word-probl...mentioning

confidence: 99%

“…These might take place at distinct levels, which are sequential according to some models (i.e., first text processing, then number processing), while other models assume an interaction of both types of processes. Surprisingly, far more studies have investigated text processing and linguistic features than number processing and numeric features in word problems (see Jaffe & Bolger, 2023, for a review). Nevertheless, numbers are typically relevant for solving a word problem, and there is increasing evidence of number processing even when they are not required for the solution.…”

Section: Introductionmentioning

confidence: 99%

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Can't help processing numbers with text: Eye-tracking evidence for simultaneous instead of sequential processing of text and numbers in arithmetic word problems

Roth,

Nuerk,

Cramer

et al. 2024

Preprint

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Solving arithmetic word problems requires individuals to create a correct mental model, and this process involves both text processing and number processing. The latter involves selecting and executing the appropriate mathematical operation. However, it is not yet clear whether number processing is part of building the mental model, and whether it occurs after text processing or simultaneously with other problem-solving processes. We hypothesize that number processing is an early process that occurs simultaneously with other problem-solving processes. To test this hypothesis, we created non-solvable word problems that do not require any number processing and manipulated the calculation difficulty using carry/borrow and non-carry/non-borrow addition/subtraction operations. In a sequential model, this manipulation should not matter, because the mental problem model suggests that the problem is not solvable, and no calculation is required. In contrast, according to an interactive model, attention to numbers would be higher when word problems required a carry/borrow operation. Eye-tracking was used to measure attention to numbers and text in 63 adults, operationalized by static (duration and count of fixations and regressions) and dynamic measures (count of transitions). An interaction between difficulty and operation was found for all static and dynamic eye-tracking variables as well as for response times and error rates. That number processing is observed in non-solvable word problems suggests early number processing occurs simultaneously with text processing and other problem-solving processes, which is inconsistent with strictly sequential models.

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Section: Number Processing In Models Explaining Arithmetic Word-probl...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Can't help processing numbers with text: Eye-tracking evidence for simultaneous instead of sequential processing of text and numbers in arithmetic word problems

Roth,

Nuerk,

Cramer

et al. 2024

Preprint

View full text Add to dashboard Cite

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Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Vessonen,

Dahlberg,

Hellstrand

et al. 2024

Educ Psychol Rev

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Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

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Analyzing arithmetic word problems: Blink of an eye for textbooks authors

Kilienė

2024

Lith Math J

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Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies

Cited by 4 publications

References 177 publications

Can't help processing numbers with text: Eye-tracking evidence for simultaneous instead of sequential processing of text and numbers in arithmetic word problems

Can't help processing numbers with text: Eye-tracking evidence for simultaneous instead of sequential processing of text and numbers in arithmetic word problems

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis

Analyzing arithmetic word problems: Blink of an eye for textbooks authors

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