Developing flexibility in solving arithmetic word problems: comparing strategies through semantic analysis.

Abstract

This study develops and evaluates an intervention aimed at improving flexibility in arithmetic word problems. 9 classes (4th-5th Grades) were divided between experimental, active and passive control groups, and followed this protocol: pre-test, 5 learning sessions for experimental and active control groups, post-test. During learning sessions, both groups learned to solve arithmetic word problems with two strategies — expansion and factorization — by comparing them. But comparing strategies was based on a semantic analysis and choice in point of view for the experimental group whereas comparing strategies was based on identifying keywords and calculations. The experimental condition was expected to promote flexibility in strategy for new transfer problems. At posttest, the active control group and the experimental group got similar scores for learning problems, higher than the passive control group. But for transfer problems, the experimental group was more flexible than the two other groups. Educational entailments of our finding are discussed.

Leveraging cognitive flexibility through flexible categorization training

“…Building on this concept, methods targeting the process of semantic recoding (Gamo et al, 2010;Gros et al, 2020;Gvozdic & Sander, 2018;Scheibling-Sève et al, 2017) guide students to not only reframe their initial problem understanding, but also to compare problems and identify common structural elements. This approach encourages students to view problems from different angles, opening up new solving possibilities based on the category through which they perceive the problem.…”

“…This approach draws on research that stresses the importance of flexibility in the development of problem-solving strategies. Works in this area highlight that encouraging students to analyze different strategies for the same problem can promote flexible reinterpretation at a higher level of abstraction (Brissiaud, 1994;Gamo et al, 2010;Scheibling-Sève et al, 2017). This allows a more abstract representation of the category to which problems belong, fostering a refined understanding and approach to problem-solving.…”