Development of elementary school children’ s solutions of non-routine word problems

The aim of this study was to examine the development in children’s solutions of non-routine word problems that violate four different misbeliefs about word problems, namely: (1) every problem has a solution, (2) there is only a single correct answer for every problem, (3) they always involve calculations and (4) all the data must be used in the calculation. 300 elementary school children, from 1st to 6th grade, were individually interviewed when solving four kinds of non-routine addition problems that contradict these four beliefs, namely an (1) unsolvable, (2) multiple solutions,(3) solution given and (4) irrelevant data problem. Results showed, first, that in general accuracy scores were remarkably low. Second, there was a main effect of problem type, with 18% vs. 30% vs. 46% vs. 57% correct responses for the respective problem types, suggesting that some beliefs about arithmetic word problems are more established in children’s thinking than others. Third, the percentage of correct responses increased progressively with grade, however with only marginal progression in the upper grades. Finally, the pattern of problem type difficulties remained the same for all grades. In conclusion, the study showed that children’s incorrect beliefsabout how school math word problems must be solved seem tobe responsible for children’s failure in solving non- routine problem. Data also emphasize the weak effect of the formal math education on children’s non-routine problem solving skills.status: publishe