How Keywords Impact Word-Problem Performance: When "More" Does Not Mean to Add.
Saved in:
| Title: | How Keywords Impact Word-Problem Performance: When "More" Does Not Mean to Add. |
|---|---|
| Authors: | Hardy, Alison M. (AUTHOR), Douglas, Grace P. (AUTHOR), MacLean, Katie B. (AUTHOR), Mason, Kathleen K. (AUTHOR), Powell, Sarah R. (AUTHOR) |
| Source: | Learning Disability Quarterly. Feb2026, Vol. 49 Issue 1, p3-13. 11p. |
| Subjects: | Intellect, Mathematics, Secondary analysis, Elementary schools, Prompts (Psychology), Research funding, Phonological awareness, Problem solving, Descriptive statistics, Academic achievement, School children, Metropolitan areas, Vocabulary |
| Geographic Terms: | Southwestern United States |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| 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. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07319487 |
| DOI: | 10.1177/07319487251322473 |
