Text editing of algebraic word problems

Abstract

Three studies in which 10th‐grade students were required to classify algebraic word problems in terms of whether a problem contained sufficient, missing, or irrelevant information for solution are reported. Performance on this task (text editing) correlated with recall memory for algebraic word problems and discrimination of whether problems are similar or different. Text editing scores also correlated with tests of general mathematical ability, even after allowance was made for contributions from verbal ability. In order to succeed on text editing a student must be able to identify what information within a problem is necessary and sufficient for solution. Because the task requires an understanding of problem structure, text editing can be taken as a measure of schematic knowledge.