The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Word problems: a review of linguistic and numerical factors contributing to their difficulty
Open accessAbstract
Word problems (WPs) belong to the most difficult and complex problem types that pupils encounter during their elementary-level mathematical development. In the classroom setting, they are often viewed as merely arithmetic tasks; however, recent research shows that a number of linguistic verbal components not directly related to arithmetic contribute greatly to their difficulty. In this review, we will distinguish three components of WP difficulty: (i) the linguistic complexity of the problem text itself, (ii) the numerical complexity of the arithmetic problem, and (iii) the relation between the linguistic and numerical complexity of a problem. We will discuss the impact of each of these factors on WP difficulty and motivate the need for a high degree of control in stimuli design for experiments that manipulate WP difficulty for a given age group.
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Citations
Cites
Task-based Language Learning and Teaching
Ellis, R. (2003) · Asian Journal of English Language Teaching · doi:10.65961/ajelt-2003-1-009 · Cited by 3,601
The discovery of processing stages: Extensions of Donders' method
Sternberg, S. (1969) · Acta Psychologica · doi:10.1016/0001-6918(69)90055-9 · Cited by 3,137
The Language Factor in Mathematics Tests
Abedi, J., & Lord, C. (2001) · Applied Measurement in Education · doi:10.1207/s15324818ame1403_2 · Cited by 684
Swanson, H. L. (2004) · Memory & Cognition · doi:10.3758/bf03195856 · Cited by 139 · cited 2×
“Later, the focus was more on the multiplication WPs or mixed WPs – e.g., Swanson (2004).”
BackgroundAlgebraic word problems: Role of linguistic and structural variables
Lepik, M. (1990) · Educational Studies in Mathematics · doi:10.1007/bf00311017 · Cited by 39 · cited 3×
“Several different types of WPs—e.g., in the underlying mathematical structure or solvability— are often presented intermixed in one study without acknowledging the problem type.”
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Cited by
A Cross-Disciplinary Examination of the Instructional Uses of ChatGPT in Higher Education
Onal, S., & Kulavuz-Onal, D. (2024) · Journal of Educational Technology Systems · doi:10.1177/00472395231196532 · Cited by 59
Metadata
- Authors
- Daroczy, G., Wolska, M., Meurers, W. D., & Nuerk, H.-C.
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2015-04-01
- Volume
- 06
- Pages
- 348-348
- ISSN
- 1664-1078 (ISSN-L)
- OpenAlex
- W2071272561
- Cited by
- 256
- References
- 5
- FWCI
- 7.01
- Type
- journal article
- Language
- en
- Open access
- gold
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