Cognitive Processes, Linguistic Factors, and Arithmetic Word Problem Success: a Review of Behavioral Studies

Arithmetic word problems are a staple in mathematical curricula yet give individuals of all ages difficulty. Successful word problem solving requires translating the problem into a symbolic arithmetic format. However, the linguistic component may make problem solving more complex and increase cognit...

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Bibliographic Details
Published in:Educational psychology review 2023-12, Vol.35 (4), p.105, Article 105
Main Authors: Jaffe, Joshua Benjamin, Bolger, Donald Joseph
Format: Article
Language:English
Subjects:
Analysis
Arithmetic
Child and School Psychology
Cognition
Cognition & reasoning
Cognitive Processes
Difficulty Level
Education
Educational Psychology
Inhibition
Learning and Instruction
Linguistics
Mathematical problems
Memory
Problem Solving
Reading Comprehension
Review Article
Short Term Memory
Skill Development
Word Problems (Mathematics)
Citations: Items that this one cites
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Summary:Arithmetic word problems are a staple in mathematical curricula yet give individuals of all ages difficulty. Successful word problem solving requires translating the problem into a symbolic arithmetic format. However, the linguistic component may make problem solving more complex and increase cognitive load, specifically the processes that interact with reading comprehension, such as working memory and inhibitory control. This comprehensive review examines the overall relationship between comprehension and word problem success, and how different linguistic factors and related cognitive processes impact word problem performance. We highlight the importance of cognitive processes by proposing models that spotlight the roles of inhibitory control and working memory in word problem performance. Furthermore, we emphasize the need for researchers and practitioners to rethink the strategies that are utilized in the development of word problem-solving skills.
ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-023-09821-6