%A Daroczy,Gabriella
%A Wolska,Magdalena
%A Meurers,Walt Detmar
%A Nuerk,Hans-Christoph
%D 2015
%J Frontiers in Psychology
%C
%F
%G English
%K Word problems,linguistics complexity,Numerical complexity,Text properties,difficulty
%Q
%R 10.3389/fpsyg.2015.00348
%W
%L
%N 348
%M
%P
%7
%8 2015-April-01
%9 Review
%+ Prof Hans-Christoph Nuerk,Diagnostics and Cognitive Neuropsychology, Department of Psychology, Eberhard Karls Universität Tübingen,Tübingen, Germany,hc.nuerk@uni-tuebingen.de
%+ Prof Hans-Christoph Nuerk,LEAD Graduate School, Eberhard Karls Universität Tübingen,Tübingen, Germany,hc.nuerk@uni-tuebingen.de
%+ Prof Hans-Christoph Nuerk,Knowledge Media Research Center,Tübingen, Germany,hc.nuerk@uni-tuebingen.de
%#
%! Word problems: A review of linguistic and numerical factors
%*
%<
%T Word problems: a review of linguistic and numerical factors contributing to their difficulty
%U https://www.frontiersin.org/article/10.3389/fpsyg.2015.00348
%V 6
%0 JOURNAL ARTICLE
%@ 1664-1078
%X Word problems (WPs) belong to the most difficult and complex problem types that pupils encounter during their elementary-level mathematical development. In the classroom setting, they are often viewed as merely arithmetic tasks; however, recent research shows that a number of linguistic verbal components not directly related to arithmetic contribute greatly to their difficulty. In this review, we will distinguish three components of WP difficulty: (i) the linguistic complexity of the problem text itself, (ii) the numerical complexity of the arithmetic problem, and (iii) the relation between the linguistic and numerical complexity of a problem. We will discuss the impact of each of these factors on WP difficulty and motivate the need for a high degree of control in stimuli design for experiments that manipulate WP difficulty for a given age group.