ERIC Number: ED049909
Record Type: RIE
Publication Date: 1971-Feb
The Sequence of Information in Arithmetic Word Problems.
Rosenthal, Daniel J. A.; Resnick, Lauren B.
The effects of three variables on the difficulty of verbal arithmetic problems were examined. Variables included problem form, sequence of information, and problem verb. A total of 32 problems was generated, four in each of four problem forms and two sequences of information. Vocabulary words were not above second-grade level, and numbers used ranged from 2 through 9 with no borrowing or carrying required. Two groups of elementary-grade subjects (63 in all) solved all of the problems. Analysis of variance performed on the data indicated that problem form, sequence of information, and their interaction were significant (p<.001) but that the problem verb was not. Reverse sequence problems were most difficult to solve and became more difficult as the problem form became more difficult. It was concluded that subjects need to distinguish sequence of information from sequence of events where these do not coincide and that reverse sequence causes the greatest difficulty in problem solving. Tables and references are included. (MS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the meeting of the American Educational Research Association, New York, N.Y., Feb. 4-7, 1971