Arithmetic word problem comprehension in regard to reading skills of grade 6 elementary school pupils (11 years old)
The research presented in this paper aims to study the impact of reading skills on students’ comprehension of different types of mathematical problem statements. To reach this goal, three problem statements in arithmetics were created, each written in four different versions in order to alter the type of information included in the statements. These word problems were submitted to 6th grade students (11-12 years old) of 17 French-speaking schools in Quebec. Results indicate that the type of information included in the statement influences the way students’ learning skills affect their comprehension of the problem.