Cognitive Variables and Performance on Mathematical Story Problems

Abstract

Students approach problem solving in fundamentally different ways. The purpose of this study was to explore the relationships of certain cognitive variables to problem-solving performance. Cognitive restructuring, spatial ability, reading comprehension, and mathematical story problem tests presented in a regular verbiage, low verbiage, and drawn formats were given to students in grades 3-7. The reading comprehension test correlated higher with problem-solving measures than did the cognitive restructuring or spatial ability tests. Using a repeated measures design, interactions between problem formats and a cognitive restructuring test and between problem formats and reading comprehension were found. In both cases, a drawn format was better for students scoring on the low end of the scales. Contrary to what was predicted, low verbiage problems were not helpful.