Cognitive and Affective Correlates of Chinese Children’s Mathematical Word Problem Solving

Abstract

Mathematical word problem solving (MWPS) involves multiple steps, including comprehending the problem statements, determining the arithmetic operations that have to be performed, and finding the answers. This study investigated the relative contributions of different cognitive and affective variables to children’s MWPS. To achieve this goal, 116 third-grade Chinese children were tested. Results showed that after controlling for age and non-verbal intelligence, the abilities to solve direct and indirect mathematical word problems were positively correlated with the working memory component of executive function, reading comprehension ability, math fact fluency and math anxiety. Moreover, math anxiety was found to fully mediate the relationships between reading anxiety and MWPS. Implications of the findings on how to promote children’s MWPS skills were discussed.

Different cognitive mechanisms used for solving open and closed math problems

“…Moreover, cognitive flexibility has a non‐significant correlation with closed problem solving, consistent with some previous findings (e.g., Coulanges et al, 2021; Zhang et al, 2018). For closed problems with fixed solving routines that can be recalled directly, there may be an inhibitory effect of cognitive flexibility on switching procedures or strategies.…”

“…Intelligence is an important factor for solving mathematical closed problems (Bahar & Maker, 2015; Lechner et al, 2019; Zhang et al, 2018). For example, many cross‐sectional research found that worldwide, from children to adults, a person's intelligence level has a stable correlation with their problem‐solving ability (e.g., Farrington‐Flint et al, 2007; Lechner et al, 2019).…”

The Role of Opportunity to Learn on Student Mathematics Anxiety, Problem-Solving Performance, and Mathematics Performance

“…Not only on mathematics performance, but mathematics anxiety was also found with a negative effect on student mathematics-related cognitive skills (Wu et al, 2017;Maloney and Retanal, 2020), especially on problem-solving skills (Pajares and Kranzler, 1995;Pajares, 1996;Zhang et al, 2018;Ozcan and Gumus, 2019;Passolunghi et al, 2019;Zhou et al, 2020). The development of problem-solving skills is considered mainly related to the mathematics domain.…”

“…Compared to simple mathematics tasks, it is highly likely to observe mathematics anxiety when students were involved in complex tasks requiring problem-solving skills (Wu et al, 2012;Ching, 2017). Previous research found that high mathematics anxiety disrupted students' working memory resources and impeded their problem-solving performance (Beilock, 2008;Alamolhodaei, 2009;Buelow and Frakey, 2013;Ramirez et al, 2013Ramirez et al, , 2016Trezise and Reeve, 2014;Zhang et al, 2018;Liu et al, 2019).…”

“…A growing number of studies are paying attention to the mathematics anxiety. Based on previous research, students that suffer from mathematics anxiety generally perform worse in mathematics compared to others controlling their general mental abilities and mathematics abilities ( Pajares and Kranzler, 1995 ; Wu et al, 2017 ; Schaeffer et al, 2018 ; Zhang et al, 2018 ; Donolato et al, 2020 ; Maldonado Moscoso et al, 2020 ). These students will also avoid mathematics-related activities even when they understand that mathematics is an essential course and provides necessary skills for their future career paths ( Hasty et al, 2021 ; Huang et al, 2019 ; Meece et al, 1990 ; Krinzinger et al, 2009 ; Li et al, 2021 ).…”