Abstract
With two experiments, this study was to explore children's concepts of addition and subtraction in solving word problems. In Experiment 1, single step change problems were given to 314 3rd and 4th graders. It was to describe children's abilities in solving single step problems, as well as to explore the effects of superfluous information on children's solution. Two-step change problems were given to 318 3rd and 4th graders in Experiment 2. It was to describe children's abilities in solving two-step problems, as well as to explore the effects of order of problem statements on children's solution.In general, children at higer grade levels performed better on tests across two experiments. In Experiment 1, the performance of both 3rd and 4th graders was affected by superfluous information. In Experiment 2, children have shown a better performance on the result unknown problems rahter than the change unknown problems. In change unknown problem, switching the statements of change events would affect the place of unknown in the problem. Children performed worse when the unknown was the quantity of change about the first change event rather than when the unknown was about the second change event. The results are discussed to reveal children's understanding of part-whole relationship and their flexibities in comprehending word problems.
| Keywords: | Concept of Addition and Subtraction; Problem Solving |
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