The consistency effect in word problem solving is effectively reduced through verbal instruction |
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| Institution: | 1. Department of Psychology, Education, and Child Studies, Erasmus School of Behavioral and Social Sciences, Erasmus University Rotterdam, Burgemeester Oudlaan 50, 3062 PA Rotterdam, The Netherlands;2. Department of Education, Windesheim University of Applied Sciences Zwolle, Campus 2-6, 8000 GB Zwolle, The Netherlands;3. Department of Pedagogical and Educational Sciences, Section Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam, Van der Boechorststraat 1, 1081 BT Amsterdam, The Netherlands;1. Washington State University, United States;2. Kent State University, United States;1. University of Potsdam, Germany;2. University of Helsinki, Finland;3. University of Jyväskylä, Finland;4. University of Eastern Finland, Finland;1. Yale University, Center for Teaching & Learning, 301 York Street, New Haven, CT 06511, United States;2. Learning Research & Development Center, University of Pittsburgh, 3939 O’Hara Street, Pittsburgh, PA 15260, United States;1. University of Minnesota, Minneapolis, USA;2. University of Oslo, Oslo, Norway;3. University of Memphis, Memphis, USA |
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| Abstract: | In mathematical word problem solving, a relatively well-established finding is that more errors are made on word problems in which the relational keyword is inconsistent instead of consistent with the required arithmetic operation. This study aimed at reducing this consistency effect. Children solved a set of compare word problems before and after receiving a verbal instruction focusing on the consistency effect (or a control verbal instruction). Additionally, we explored potential transfer of the verbal instruction to word problems containing other relational keywords (e.g., larger/smaller than) than those in the verbal instruction (e.g., more/less than). Results showed a significant pretest-to posttest reduction of the consistency effect (but also an unexpected decrement on marked consistent problems) after the experimental verbal instruction but not after the control verbal instruction. No significant effects were found regarding transfer. It is concluded that our verbal instruction was useful for reducing the consistency effect, but future research should address how this benefit can be maintained without hampering performance on marked consistent problems. |
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| Keywords: | Word problem solving Consistency effect Verbal instruction Primary education |
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