Solution of Algebraic Word Problems Following Training in Identifying Necessary and Sufficient Information within Problems

Students in 11th grade (N = 208) were assessed twice on the solution of algebraic word problems that contained either relevant information alone (e.g., "What is the area of a rectangular park if the length is 150 m and the breadth is 100 m?") or irrelevant information in addition to relevant information (e.g., "What is the area of a rectangular park if the length is 150 m, the breadth is 100 m, and there is a path 2 m wide outside the park?"). Prior to the second assessment, some students were trained in detecting what information within the text of algebraic word problems is necessary and sufficient for solution; other students were given routine practice in solution where the focus was on computation and calculation; and two further groups of students experienced neither training nor practice. Training students to identify whether information within the text of an algebraic word problem is relevant or irrelevant for solution had beneficial effects on problem solving. The gains following this form of training were greater than those following practice where the emphasis was on computation and calculation. Implications of the results for instruction in mathematics are discussed.