TY - JOUR
T1 - What underlies succesful word problem solving: A path analysis in sixth grade students
AU - Boonen, A.J.H.
AU - van der Schoot, M.
AU - van Wesel, F.
AU - de Vries, M.H.
AU - Jolles, J.
PY - 2013
Y1 - 2013
N2 - Two component skills are thought to be necessary for successful word problem solving: (1) the production of visual-schematic representations and (2) the derivation of the correct relations between the solution-relevant elements from the text base. The first component skill is grounded in the visual-spatial domain, and presumed to be influenced by spatial ability, whereas the latter is seated in the linguistic-semantic domain, and presumed to be influenced by reading comprehension. These component skills as well as their underlying basic abilities are examined in 128 sixth grade students through path analysis. The results of the path analysis showed that both component skills and their underlying basic abilities explained 49% of students' word problem solving performance. Furthermore, spatial ability and reading comprehension both had a direct and an indirect relation (via the component skills) with word problem solving performance. These results contribute to the development of instruction methods that help students using these components while solving word problems. © 2013 Elsevier Inc.
AB - Two component skills are thought to be necessary for successful word problem solving: (1) the production of visual-schematic representations and (2) the derivation of the correct relations between the solution-relevant elements from the text base. The first component skill is grounded in the visual-spatial domain, and presumed to be influenced by spatial ability, whereas the latter is seated in the linguistic-semantic domain, and presumed to be influenced by reading comprehension. These component skills as well as their underlying basic abilities are examined in 128 sixth grade students through path analysis. The results of the path analysis showed that both component skills and their underlying basic abilities explained 49% of students' word problem solving performance. Furthermore, spatial ability and reading comprehension both had a direct and an indirect relation (via the component skills) with word problem solving performance. These results contribute to the development of instruction methods that help students using these components while solving word problems. © 2013 Elsevier Inc.
UR - https://www.scopus.com/pages/publications/84880033035
UR - https://www.scopus.com/inward/citedby.url?scp=84880033035&partnerID=8YFLogxK
U2 - 10.1016/j.cedpsych.2013.05.001
DO - 10.1016/j.cedpsych.2013.05.001
M3 - Article
SN - 0361-476X
VL - 38
SP - 271
EP - 279
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
ER -
