Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

Autor/inn/en	de Blas, Gonzalo Duque; Gómez-Veiga, Isabel; García-Madruga, Juan A.
Titel	Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School
Quelle	In: Education Sciences, 11 (2021), Artikel 155 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gómez-Veiga, Isabel)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Arithmetic; Word Problems (Mathematics); Cognitive Processes; Mathematics Achievement; Secondary School Mathematics; Reading Comprehension; Thinking Skills; Grade Prediction; Foreign Countries; Intelligence Tests; History Instruction; Geography Instruction; Academic Achievement; Spain (Madrid); Kaufman Brief Intelligence Test + Suchen Sie Ihr Suchwort? Addition; Arithmetik; Arithmetikunterricht; Rechnen; Textaufgabe; Cognitive process; Kognitiver Prozess; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseverstehen; Denkfähigkeit; Ausland; Intelligence test; Intelligenztest; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; Schulleistung
Abstract	Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem's statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual--spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography ([beta] = 0.25) and Mathematics ([beta] = 0.23). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01