Component Processes in Arithmetic Word-Problem Solving and Their Correlates

Autor/inn/en	Wong, Terry Tin-Yau; Ho, Connie Suk-Han
Titel	Component Processes in Arithmetic Word-Problem Solving and Their Correlates
Quelle	In: Journal of Educational Psychology, 109 (2017) 4, S.520-531 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000149
Schlagwörter	Arithmetic; Word Problems (Mathematics); Problem Solving; Correlation; Mathematics Instruction; Longitudinal Studies; Mathematics Achievement; Foreign Countries; Kindergarten; Young Children; Grade 1; Grade 2; Elementary School Mathematics; Equations (Mathematics); Computation; Intelligence Tests; Multivariate Analysis; Statistical Analysis; Hong Kong; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Problemlösen; Korrelation; Mathematics lessons; Mathematikunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Equations; Mathematics; Gleichungslehre; Intelligence test; Intelligenztest; Multivariate Analyse; Statistische Analyse; Hongkong
Abstract	Arithmetic word-problem solving is an important component of elementary mathematics curricula that links school mathematics to real-life problem solving. The present 3-year longitudinal study examined children's arithmetic word-problem solving through understanding its 2 component processes: number-sentence construction and computation. Chinese first graders (n = 153) were tested on their arithmetic word-problem solving, in which they wrote down the number sentences before they solved the problems. They were also given a parallel test of arithmetic computation. Various cognitive predictors and mathematical outcomes were assessed. It was found that the children's difficulty in solving arithmetic word problems lay more with writing number sentences rather than in computation. The results from path analysis showed that word reading and various numerical-magnitude processing and domain-general skills significantly predicted arithmetic computation whereas only domain-general skills significantly predicted number-sentence construction. Both number-sentence construction and computation significantly predicted future arithmetic computation and mathematics achievement even after controlling for previous arithmetic computation. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01