Variables Affecting Word Problem Difficulty in Elementary School Mathematics

Abstract

The relative difficulties of abstract factual (AF), abstract hypothetical (AH), concrete factual (CF), and concrete hypothetical (CH) word problems are compared. Data were analyzed for 399 children in grades 4-6, using a multifactorial analysis of variance with repeated measures on two experimental factors. Grade level, sex, order of testing, and performance on a computational skills test were also examined. Concrete problems were significantly easier than abstract ( p < .01 ); hypothetical problems were significantly easier than factual ( p < .01 ), a finding due entirely to the fact that AH problems were significantly easier than AF. Details regarding interactions are reported, and some implications discussed.