Work

How Keywords Impact Word-Problem Performance: When “More” Does Not Mean to Add

Year: 2025

Type: article

Abstract: Although students are often taught to look for keywords when solving word problems, this strategy is erroneous. It is especially problematic when students solve inconsistent word problems that include a relational term, such as more but are not solved with the assumed operation (e.g., addition). In this study, we analyzed constructed equations on four word problems that included the word more for 112 Grade 3 students from a U.S. southwest school district. We compared students with and without mathematics difficulty and disaggregated based on dual-language status. Most students constructed accurate equations for the two consistent word problems, but fewer constructed accurate equations for the two inconsistent word problems. Students with mathematics difficulty, particularly those who were also dual-language learners, had the lowest rates of accurate equations on the inconsistent word problems. This analysis reinforces previous calls by researchers to avoid the ineffective keywords strategy.

Source: Learning Disability Quarterly

DOI: 10.1177/07319487251322473

Authors: Alison M. Hardy, Grace P. Douglas, Katie B. MacLean, Kathleen K. Mason, Sarah R. Powell

Institution: The University of Texas at Austin

Language: English

Topic: Cognitive and developmental aspects of mathematical skills

Subfield: Statistics and Probability

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,650