What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills
Abstract In this study we investigated word-problem (WP) item characteristics, individual differences in text comprehension and arithmetic skills, and their relations to mathematical WP-solving. The participants were 891 fourth-grade students from elementary schools in Finland. Analyses were conducted in two phases. In the first phase, WP characteristics concerning linguistic and numerical factors and their difficulty level were investigated. In contrast to our expectations, the results did not show a clear connection between WP difficulty level and their other characteristics regarding linguistic and numerical factors. In the second phase, text comprehension and arithmetic skills were used to classify participants into four groups: skilful in text comprehension but poor in arithmetic; poor in text comprehension but skilful in arithmetic; very poor in both skills; very skilful in both skills. The results indicated that WP-solving performance on both easy and difficult items was strongly related to text comprehension and arithmetic skills. In easy items, the students who were poor in text comprehension but skilful in arithmetic performed better than those who were skilful in text comprehension but poor in arithmetic. However, there were no differences between these two groups in WP-solving performance on difficult items, showing that more challenging WPs require both skills from students.