| This research seeks to understand children's comprehension processes when solving two-step compare word problems. Comprehension processes are indicated by response time, deciding appropriate operations, and reconstructing a problem situation based on cues provided.;Thirty fourth-graders from Taiwan, were involved in each experiment in which solving problems were followed by retelling eight two-step compare problems. Each problem consisted of an assignment sentence, two relational sentences, and a question sentence. Problems structures, CL, PIL, and TIL were categorized by the number of relational sentences having inconsistent language structure: A CL problem had two relational sentences with consistent language structure; a PIL problem had inconsistent language structure in one of the two relational sentences; a TIL problem contained two relational sentences with inconsistent language structure.;This research provided empirical evidence for the Consistent Hypothesis. Results suggested that the number of relational sentences with inconsistent structure increased the degree of difficulty with two-step compare problems. In a problem containing two sentences with inconsistent language structure, children had more comprehension errors originating from the second relational sentence than from the first. In a problem having a sentence with inconsistent language structure, the sequence of relational sentences presented was not a significant variable; however, the inconsistency of the structure of problems was. Results indicated that the problems with inconsistent language structure were frequently retold as consistent language structure.;The structure of problems was a major variable of deciding appropriate operations for children. The order of operations made differences for children on retellings, reversal errors, and response time.;Two experiments were designed to test the theoretical hypothesis that children make more comprehension errors when problem information is not consistent with the order of operations required. Two independent variables, the structure of problems and the order of necessary operations, were examined in light of their effect on children's comprehension processes. Two theoretical models, a translation model and a logic-mathematics model, were developed and utilized to interpret the research findings in line with the Consistent Hypothesis that children prefer problem representation corresponding to the order of operations required (Lewis and Mayer, 1987). |
