No general association found between a familiar situational narrative or the required operation and elementary schoolers' word problem-solving performance¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The meta-analysis did not provide support for a general association between a familiar situational narrative and word problem-solving performance. → T. Vessonen 2024
q3 i? The meta-analysis did not provide support for a general association between the required operation (additive vs. multiplicative) and word problem-solving performance. → T. Vessonen 2024
Evidence¶
T. Vessonen 2024¶
T. Vessonen, M. Dahlberg, H. Hellstrand, A. Widlund, J. Korhonen, P. Aunio, A. Laine. (2024). Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09954-2
q3 · i? · quant-synthesis · r?
Null findings from the meta-analysis of K = 69 studies: the review reports no support for "a general association between a familiar situational narrative or the required operation" and performance. No effect size or test statistic for these null results is printed in the supplied text.
"However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving."
Discussion¶
Related Claims¶
- Five of six investigated linguistic task characteristics (position of the unknown, schematic structure, irrelevant information, realistic considerations, lexical consistency) are associated with elementary schoolers' word problem-solving performance — related
- Elementary school-aged children especially struggle with word problems requiring realistic considerations or multiple operations, containing lexical inconsistency, or with the unknown in the first position — related
- Number of operations is the numerical task characteristic associated with elementary schoolers' word problem-solving, with multi-step problems harder than single-step — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
no-association-familiarity-required-operation |
title |
No general association found between a familiar situational narrative or the required operation and elementary schoolers' word problem-solving performance |
description |
No general association found between a familiar situational narrative or the required operation and elementary schoolers' word problem-solving performance |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — t-vessonen-2024 |
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