Developing flexibility in solving arithmetic word problems: comparing strategies through semantic analysis.
This study develops and evaluates an intervention aimed at improving flexibility in arithmetic word problems. 9 classes (4th-5th Grades) were divided between experimental, active and passive control groups, and followed this protocol: pre-test, 5 learning sessions for experimental and active control groups, post-test. During learning sessions, both groups learned to solve arithmetic word problems with two strategies — expansion and factorization — by comparing them. But comparing strategies was based on a semantic analysis and choice in point of view for the experimental group whereas comparing strategies was based on identifying keywords and calculations. The experimental condition was expected to promote flexibility in strategy for new transfer problems. At posttest, the active control group and the experimental group got similar scores for learning problems, higher than the passive control group. But for transfer problems, the experimental group was more flexible than the two other groups. Educational entailments of our finding are discussed.