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Original Articles

Children's Interpretations of Arithmetic Word Problems

Pages 261-289 | Published online: 14 Dec 2009

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Taffeta Wood, Michele M. M. Mazzocco, Mary Beth Calhoon, Elizabeth Coyne Crowe & Carol McDonald Connor. (2020) The Effect of Peer-Assisted Mathematics Learning Opportunities in First Grade Classrooms: What Works for Whom?. Journal of Research on Educational Effectiveness 13:4, pages 601-624.
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Hippolyte Gros, Jean-Pierre Thibaut & Emmanuel Sander. (2020) Semantic congruence in arithmetic: A new conceptual model for word problem solving. Educational Psychologist 55:2, pages 69-87.
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Lynn S. Fuchs, Douglas Fuchs, Pamela M. Seethaler & Caitlin Craddock. (2020) Improving Language Comprehension to Enhance Word-Problem Solving. Reading & Writing Quarterly 36:2, pages 142-156.
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Arthur Glenberg, Jonathan Willford, Bryan Gibson, Andrew Goldberg & Xiaojin Zhu. (2012) Improving Reading to Improve Math. Scientific Studies of Reading 16:4, pages 316-340.
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Julie Ann Stuart Williams & RandallC. Reid. (2010) Developing Problem Solving and Communication Skills Through Memo Assignments in a Management Science Course. Journal of Education for Business 85:6, pages 323-329.
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Santiago Vicente, Josetxu Orrantia & Lieven Verschaffel. (2008) Influencia del conocimiento matemático y situacional en la resolución de problemas aritméticos verbales: ayudas textuales y gráficas. Journal for the Study of Education and Development 31:4, pages 463-483.
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Catherine Thevenot, Michel Devidal, Pierre Barrouillet & Michel Fayol. (2007) Why does placing the question before an arithmetic word problem improve performance? A situation model account. The Quarterly Journal of Experimental Psychology 60:1, pages 43-56.
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Martin Arendasy, Markus Sommer & Ivo Ponocny. (2005) Psychometric Approaches Help Resolve Competing Cognitive Models: When Less Is More Than It Seems. Cognition and Instruction 23:4, pages 503-521.
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Sylvia Weber-Russell & Mark D. LeBlanc. (2004) Learning by Seeing by Doing: Arithmetic Word Problems. Journal of the Learning Sciences 13:2, pages 197-220.
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Ning Fan, John H. Mueller & Anthony E. Marini. (1994) Solving Difference Problems: Wording Primes Coordination. Cognition and Instruction 12:4, pages 355-369.
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Catherine Sophian & Patricia McCorgray. (1994) Part-Whole Knowledge and Early Arithmetic Problem Solving. Cognition and Instruction 12:1, pages 3-33.
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Articles from other publishers (36)

Joshua Benjamin Jaffe & Donald Joseph Bolger. (2023) Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies. Educational Psychology Review 35:4.
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Chu-Lung Wu. (2022) Using Video Modeling with Augmented Reality to Teach Students with Developmental Disabilities to Solve Mathematical Word Problems. Journal of Developmental and Physical Disabilities 35:3, pages 487-507.
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Robert Schoen, Ian Whitacre & Zachary Champagne. (2023) Word Problem Performance of U.S. First Graders in the 20th Century and Common Core Era. Journal for Research in Mathematics Education 54:1, pages 24-42.
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Marijana ZeljićŽ.Ž., Milana Dabić-BoričićM.M. & Svetlana IlićM.M.. (2023) Second-graders' understanding of comparison tasks. Inovacije u nastavi 36:1, pages 117-132.
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Xiangzi Ouyang, Yawei Yang, Xiao Zhang & Qiusi Zhang. (2021) Longitudinal relations between the approximate number system and symbolic number skills in preschool children. Journal of Experimental Child Psychology 212, pages 105254.
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Nonmanut Pongsakdi, Anu Kajamies, Koen Veermans, Kalle Lertola, Marja Vauras & Erno Lehtinen. (2019) What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM 52:1, pages 33-44.
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Anwar Muttaqien, Herlina Hidayati & Ariati Dwi Prasetyarini. (2020) Representation of Word Problem Solving Three Dimension. Journal of Physics: Conference Series 1477:4, pages 042021.
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Intan Mahyastuti & Hery Susanto. Strategies containing analytical thinking in solving contextual problems. Strategies containing analytical thinking in solving contextual problems.
Lynn S. Fuchs, Sarah R. Powell, Anna-Mária Fall, Greg Roberts, Paul Cirino, Douglas Fuchs & Jennifer K. Gilbert. (2020) Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?. Contemporary Educational Psychology 60, pages 101811.
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Kim Desmarais, Helena P. Osana & Anne Lafay. 2019. Mathematical Learning and Cognition in Early Childhood. Mathematical Learning and Cognition in Early Childhood 203 221 .
Jeremy Ng, Kerry Lee & Kiat Hui Khng. (2017) Irrelevant information in math problems need not be inhibited: Students might just need to spot them. Learning and Individual Differences 60, pages 46-55.
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Nicki NewtonNicki Newton. 2017. Math Problem Solving in Action. Math Problem Solving in Action 3 10 .
Gabriella Daroczy, Magdalena Wolska, Walt Detmar Meurers & Hans-Christoph Nuerk. (2015) Word problems: a review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology 06.
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Debbie Bautista Verzosa & Joanne Mulligan. (2012) Learning to solve addition and subtraction word problems in English as an imported language. Educational Studies in Mathematics 82:2, pages 223-244.
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Wojciech Krysztofiak. (2011) Indexed Natural Numbers in Mind: A Formal Model of the Basic Mature Number Competence. Axiomathes 22:4, pages 433-456.
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Javier Rosales, Santiago Vicente, Jose M. Chamoso, David Muñez & Josetxu Orrantia. (2012) Teacher–student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms. Teaching and Teacher Education 28:8, pages 1185-1195.
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Yuhui Ma & Ying Zhou. (2010) The method of semantic analysis for arithmetic word problems. The method of semantic analysis for arithmetic word problems.
Ma Yuhui, Zhou Ying, Cui Guangzuo, Ren Yun & Huang Ronghuai. (2010) Frame-Based Calculus of Solving Arithmetic Multi-Step Addition and Subtraction Word Problems. Frame-Based Calculus of Solving Arithmetic Multi-Step Addition and Subtraction Word Problems.
Rémi Brissiaud & Emmanuel Sander. (2010) Arithmetic word problem solving: a Situation Strategy First framework. Developmental Science 13:1, pages 92-107.
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Heinz Holling, Jonas P. Bertling & Nina Zeuch. (2009) Automatic item generation of probability word problems. Studies in Educational Evaluation 35:2-3, pages 71-76.
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Santiago. Vicente, Jose. Orrantia & Lieven. Verschaffel. (2010) Influence of situational and conceptual rewording on word problem solving. British Journal of Educational Psychology 77:4, pages 829-848.
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Vicente Bermejo & Juan José Díaz. (2014) The Degree of Abstraction in Solving Addition and Subtraction Problems. The Spanish Journal of Psychology 10:2, pages 285-293.
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Wing-Kwong Wong, Sheng-Cheng Hsu, Shih-Hung Wu, Cheng-Wei Lee & Wen-Lian Hsu. (2007) LIM-G: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension. Computers & Education 48:4, pages 582-601.
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Olive Chapman. (2006) Classroom Practices for Context of Mathematics Word Problems. Educational Studies in Mathematics 62:2, pages 211-230.
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Annick Fagnant. (2005) The use of mathematical symbolism in problem solving: An empirical study carried out in grade one in the French community of Belgium. European Journal of Psychology of Education 20:4, pages 355-367.
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Martin Arendasy, Markus Sommer & Judith Glück. (2004) Dimensionalität und differenzielle Validität von Textaufgaben. Zeitschrift für Pädagogische Psychologie 18:3/4, pages 231-243.
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RANDY G. FLOYD, JEFFREY J. EVANS & KEVIN S. McGREW. (2003) Relations between measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities and mathematics achievement across the school‐age years. Psychology in the Schools 40:2, pages 155-171.
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Juan E. Jiménez González & Ana Isabel García Espinel. (2016) Strategy Choice in Solving Arithmetic Word Problems: Are there Differences between Students with Learning Disabilities, G-V Poor Performance and Typical Achievement Students?. Learning Disability Quarterly 25:2, pages 113-122.
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Maggie Toplak & Judith Wiener. (2016) A Critical Analysis of Grade 3 Testing in Ontario. Canadian Journal of School Psychology 16:1, pages 65-85.
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Catherine Sophian. (2000) Perceptions of proportionality in young children: matching spatial ratios. Cognition 75:2, pages 145-170.
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Juan E. Jiménez González & Ana I. Garcia Espínel. (2016) Is IQ-Achievement Discrepancy Relevant in the Definition of Arithmetic Learning Disabilities?. Learning Disability Quarterly 22:4, pages 291-301.
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Daniela Lucangeli, Patrizio E. Tressoldi & Michela Cendron. (1998) Cognitive and Metacognitive Abilities Involved in the Solution of Mathematical Word Problems: Validation of a Comprehensive Model. Contemporary Educational Psychology 23:3, pages 257-275.
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Mark D. LeBlanc & Sylvia Weber‐Russell. (2010) Text Integration and Mathematical Connections: A Computer Model of Arithmetic Word Problem Solving. Cognitive Science 20:3, pages 357-407.
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Don J. Siegel, Gerald Goldstein & Nancy J. Minshew. (1996) Designing instruction for the high-functioning autistic individual. Journal of Developmental and Physical Disabilities 8:1, pages 1-19.
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Nancy C. JordanSusan Cohen LevineJanellen Huttenlocher. (2016) Calculation Abilities in Young Children with Different Patterns of Cognitive Functioning. Journal of Learning Disabilities 28:1, pages 53-64.
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Paul D. Nichols. (2016) A Framework for Developing Cognitively Diagnostic Assessments. Review of Educational Research 64:4, pages 575-603.
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