Writing assignment 1

Children at primary schools experience different kinds of problems in their subjects. One of the subjects where children may experience difficulties is math. During math lessons it is tried to improve the mathematical skills of the pupils. They also learn how to solve arithmetic problems. There are different types of arithmetic word problems. One of those is the compare word problem which contains a relational statement that compares the value of two variables (Hegarty, Mayer & Green, 1999). The compare word problems cause more errors than with other mathematic problems. Research has shown that pupils have more difficulties with solving compare word problems than with other kinds of problems (Kintsch & Greeno, 1985; Riley, Greeno & Heller, 1983).  
The difficulties in solving those problems can be the cause of low mathematical skills. However, it could also be an effect of the reading comprehension ability of the pupils. According to Van der Schoot, Bakker Arkema, Horsley & Van Lieshout (2009) pupils who were less successful problem solvers also had lower comprehension skills than the more successful problem solvers. Most of the math lectures are not focused on the comprehension of a problem, but more on problem solution. However, the comprehension of a problem may also have a significant effect on solving a compare word problem. Compare word problems consist of a relational term which can be consistent or inconsistent with the required operation to solve the problem. The inconsistent language in the problems is a possible cause of making errors while solving the problem. Also, the word problems may contain a marked or unmarked lexical term. According to the lexical marking principle (Clark, 1969) a marked term of an adjective pair is more difficult to process than an unmarked term. 
Research should focus on the possible factors that have an influence on the process of problem solving. This way a more specific method can be developed to help children with their mathematical difficulties. 



References

Clark, H.H. (1969). Linguistic processes in deductive reasoning. Psychological review, 76(4), 387-404. 

Hegarty, M., Mayer, R.E. & Green, C.E. (1992). Comprehension of arithmetic word problems:   Evidence from student's eye fixations. Journal of Educational Psychology, 84(1), 76-84.

Kintsch, W. & Greeno, J.G. (1985). Understanding and solving word arithmetic problems.   Psychological Review, 92, 109-129. 

Riley, M.S., Greeno, J.G. & Heller, J.I. (1983). Development of children's problem-solving ability.  Cognition and Instruction, 2, 41-57. 

Van der Schoot, M., Bakker Arkema, A.H., Horsley, T.M & van Lieshout, E.C.D.M. (2009). The   consistency effect depends on markedness in less successful but not successful problem  solvers: An eye movement study in primary school children. Contemporary Educational  Psychology, 34, 58-66.