The Effect of Semantic Structure on First Graders' Strategies for Solving Addition and Subtraction Word Problems.

In a longitudinal investigation, data were collected on the problem representations and solution strategies of 30 first graders who were given a series of simple addition and subtraction word problems (Verschaffel, 1984). The children were interviewed three times during the school year, and data obtained on their solution strategies and on the influence of problem structure on the strategies. The results complement those of recent related research, especially the work of Carpenter and Moser (1982, 1984). More precisely, the influence of problem structure on children's solution strategies appears even more extensive and decisive than that described by previous researchers.

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