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Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School

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dc.contributor.authorDuque de Blas, Gonzalo
dc.contributor.authorGómez Veiga, Isabel
dc.contributor.authorGarcía Madruga, Juan Antonio
dc.contributor.funderAgencia Estatal de Investigación (España)
dc.date.accessioned2025-12-03T13:46:47Z
dc.date.available2025-12-03T13:46:47Z
dc.date.issued2021-03-30
dc.description.abstractSolving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).en
dc.description.provenanceMade available in DSpace on 2025-12-03T13:46:47Z (GMT). No. of bitstreams: 1 GOMEZ_VEIGA_ISABEL_ARITHMETIC_WORD_PROBLEMS_ISABEL GOMEZ VEIGA.pdf: 377931 bytes, checksum: 62fec39e7c437b93792bbdfc27617981 (MD5) Previous issue date: 2021-03-30en
dc.description.sponsorshipThis research was conducted with financial support of the research project EDU2014-56423-R from the Spanish Ministry of Economy and Competitiveness and the project PID2019-110476RB-I00 from the Spanish Ministry of Science and Innovation.
dc.description.versionversión publicada
dc.identifier.citationDuque de Blas, G., Gómez-Veiga, I., & García-Madruga, J. A. (2021). Arithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary School. Education Sciences, 11(4), 155. https://doi.org/10.3390/educsci11040155
dc.identifier.doihttps://doi.org/10.3390/educsci11040155
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/20.500.14468/30991
dc.journal.issue4
dc.journal.titleEducation Sciences
dc.journal.volume11
dc.language.isoen
dc.relation.centerFacultad de Psicología
dc.relation.departmentPsicología Evolutiva y de la Educación
dc.relation.projectidinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-110476RB-I00/ES/MEMORIA OPERATIVA Y EDUCACION: FUNCIONAMIENTO EJECUTIVO, COMPRENSION Y RAZONAMIENTO EN LA EDUCACION PRIMARIA Y SECUNDARIA
dc.relation.projectidinfo:eu-repo/grantAgreement/MINECO/Programa Estatal de I+D+I Orientada a los Retos de la Sociedad/EDU2014-56423- R/ES/MEMORIA OPERATIVA Y EDUCACION: COMPRENSION LECTORA, RAZONAMIENTO Y HABILIDADES SOCIOEMOCIONALES
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject6102.01 Psicología evolutiva
dc.subject.keywordsarithmetic word problemsen
dc.subject.keywordsreading comprehensionen
dc.subject.keywordsreasoningen
dc.subject.keywordsacademic performanceen
dc.subject.keywordssecondary schoolen
dc.titleArithmetic Word Problems Revisited: Cognitive Processes and Academic Performance in Secondary Schoolen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication56c4ad2e-814b-4c96-84db-86bdf4bc97c5
relation.isAuthorOfPublication.latestForDiscovery56c4ad2e-814b-4c96-84db-86bdf4bc97c5
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