Effects of consistency and adequacy of language information on understanding elementary mathematics word problems

Two types of elementary mathematics word problems involving different linguistic structures were devised to examine the understanding and solution of these problems by 91 Grade 3, 4, and 5 children divided into “more able” and “less able” subgroups. One task consisted of 12 consistent and 12 inconsistent language problems on the basic processes of addition, subtraction, multiplication and division. Another task consisted of a total of 36 word problems with 12 items each containing adequate, inadequate, and redundant information, respectively, for problem solution. Subsidiary tasks of general ability, vocabulary, reading comprehension, mathematics concepts, reflection on mathematics learning, and working memory were also administered to provide estimates of the contribution of these “nonmathematics” tasks to the solution of elementary mathematics problems. Analyses of variance and covariance of group data showed significant main effects of grade, consistency, and adequacy of linguistic information in problem solution. Word problems containing inconsistent information were more difficult than those with consistent information. Further, word problems containing inadequate and redundant information were more difficult to classify, and for the children to explain, than those items with just enough information. Interviews with 12 individual children provided further insight into their strategies for problem solutions. Both cognitive and developmental perspectives are important for mathematics learning and teaching for children with or without learning disabilities.