García Ana I, Jiménez Juan E, Hess Stephany
Developmental and Educational Psychology Department, University of La Laguna, Canarias, España.
J Learn Disabil. 2006 May-Jun;39(3):270-81. doi: 10.1177/00222194060390030601.
This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students (n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c) position of the unknown quantity in the problem. Facet theory with multidimensional scaling techniques (MINISSA) was used to analyze the underlying dimensions in the responses of each group of participants. Our results indicate that although the word problem difficulty classifications for the 2 groups of children were different, the position of the unknown quantity had a greater influence on the level of difficulty of story problems than other variables. The noncanonical problems--specifically, those with the unknown term in the first place--although difficult for both groups of children, were the most difficult problems for children with ALD.
本研究旨在确定算术学习障碍儿童（ALD；n = 104）与学业成绩正常的学生（n = 44）相比的文字问题难度分类。我们测试了诸如（a）语义结构（变化、合并、比较和均等化）、（b）运算（减法和加法）以及（c）问题中未知量的位置等变量。运用带有多维标度技术（MINISSA）的层面理论来分析每组参与者回答中的潜在维度。我们的结果表明，尽管两组儿童的文字问题难度分类不同，但未知量的位置对应用题难度水平的影响比其他变量更大。非规范问题——具体而言，即未知项在首位的那些问题——虽然对两组儿童来说都有难度，但对算术学习障碍儿童来说是最难的问题。
