Number of operations is the numerical task characteristic associated with elementary schoolers' word problem-solving, with multi-step problems harder than single-step¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·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? Of the two investigated numerical task characteristics, only the number of operations was related to elementary school-aged children's 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 · r2
Meta-analysis (K = 69) of standardized mean differences between single-step and multi-step word problems. The review reports number of operations as the one numerical characteristic related to performance, within the overall g = 0.39 to 4.26 range; no separate pooled estimate for this dimension is printed in the supplied text.
"one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children's mathematical word problem-solving."
Discussion¶
Related Claims¶
- 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 — a broader claim this one bears on
- 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
- No general association found between a familiar situational narrative or the required operation and elementary schoolers' word problem-solving performance — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
number-of-operations-associated-word-problem-solving |
title |
Number of operations is the numerical task characteristic associated with elementary schoolers' word problem-solving, with multi-step problems harder than single-step |
description |
Number of operations is the numerical task characteristic associated with elementary schoolers' word problem-solving, with multi-step problems harder than single-step |
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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