Effects of Related Illustrations and Cognitive-metacognitive Maps on Arithmetic Word Problem Solving of Children with Low Working Memory

2008 ◽  
Vol 24 (4) ◽  
pp. 79-110
Author(s):  
Seong-Uk Kim ◽  
Hoisoo Kim
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Arithmetic Word Problem

The Strategic use of Alternative Representations in Arithmetic Word Problem Solving

2005 ◽  
Vol 58 (7) ◽  
pp. 1311-1323 ◽  
Author(s):  
Catherine Thevenot ◽  
Jane Oakhill
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Word Problem ◽  
Mental Representation ◽  
Word Problem Solving ◽  
Economic Strategies ◽  
Arithmetic Word Problem ◽  
Set Up ◽  
Cognitive Cost ◽  
Multiple Step

Multiple-step arithmetic problems can be solved by diverse strategies depending on the mental representation constructed by individuals from the situation described in the text of the problem. This representation will indeed determine the organization of subgoals to be reached or in other words the order of completion of calculations. This study aims at determining the conditions under which specific strategies are set up by adults. Using a paradigm that allows us to assess when calculations are performed, we show that adults usually organize their subgoals as they are explicitly mentioned in the problem, even though a strategy that is less demanding on working memory could have been used. However, we show that increasing the difficulty of the problem leads individuals to set up more economic strategies. Moreover, these economic strategies are even more likely to be used when the cognitive cost of the construction of the representation they rely on is low.

The Deficit Profile of Elementary Students With Computational Difficulties Versus Word Problem-Solving Difficulties

2019 ◽  
pp. 073194871986549
Author(s):  
Xin Lin ◽  
Peng Peng ◽  
Hongjing Luo
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Problem Solving ◽  
Word Problem ◽  
Word Problem Solving ◽  
Memory Processing ◽  
Mathematics Vocabulary ◽  
Mathematics Competence ◽  
Mathematics Difficulties ◽  
And Mathematics

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade students, among whom 28 were classified as students with only computational difficulties (CD), 34 were classified as having only word problem-solving difficulties (WPD), 20 were classified as students with computational and word problem-solving difficulties (CD + WPD), and 43 typically developing (TD) peers. Multivariate analysis showed that, compared with TD, CD was associated with weakness in numerical working memory; WPD was associated with weakness in reading comprehension; both CD and WPD were associated with weakness in mathematics vocabulary. However, CD and WPD did not differ from each other on any of those profiling measures. Implications for understanding mathematics competence and identification of mathematics difficulties are discussed.

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