A Cognitive Component Analysis of Word Problem Solving

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Word problem solving processes generally consist of four cognitive components, translation, integration, planning, and execution (Mayer, 1985, 1987; Mayer, Tajika, & Stanley, 1991). The problem comprehension process includes both translation and integration components and the problem solving process includes both planning and execution components. In the translation component, the student must translate each proposition from the problem into an internal representation. In the integration component, the student must select and combine information into a coherent representation of the entire problem. In the planning component, the student must break the problem down into a series of steps and generating a plan for solving it. In the execution component, the student must carry out mathematical operations. Problems were developed to examine each of these four components. Two experiments were carried out to explore which cognitive components influence difficulty in solving arithmetic word problems. In the first experiment, one hundred and ten fifth-graders were tested on these four problems. Subjects were divided into two groups, high problem solvers and low problem solvers, based on tests involving three cognitive components. The results showed that there was an interaction between component and condition, in which the difference in scores between high problem solvers and low problem solvers was the largest on the problem integration component. In the second experiment, one hundred and seventy-four fifth-graders were tested on the problem comprehension process. The results showed that subjects performed best when they were presented relational pictures integrating each sentence of a word problem. The results of these two experiments are discussed in terms of the problem solving components.
愛知教育大学の論文
1994-02-10

A Cognitive Component Analysis of Word Problem Solving

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