CHILDREN'S UNDERSTANDING AND MEMORY FOR ARITHMETIC WORD PROBLEMS

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  • 子どもにおける算数文章題の理解・記憶
  • コドモ ニ オケル サンスウ ブンショウダイ ノ リカイ キオク

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Abstract

The purpose of the present experiment was to investigate how problem types and children's ability in solving word problems influenced recall performance based on activity during problem presentation. Ninety elementary school children in the sixth grade were assigned one of three activities: memorizing, writing, or solving two types of word problems, respectively. After having achieved each activity, subjects were asked to recall each problem. The results showed that subjects who solved word problems recalled as many sentences about relations among variables as those who memorized them. Moreover, subjects who solved hard word problems incorrectly made more recall errors of sentences about relations than those with correct performance. These results suggest that subjects with correct performance understand integrated semantic structure in solving word problems.

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