How Keywords Impact Word-Problem Performance: When 'More' Does Not Mean to Add
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| Title: | How Keywords Impact Word-Problem Performance: When 'More' Does Not Mean to Add |
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| Language: | English |
| Authors: | Alison M. Hardy (ORCID |
| Source: | Learning Disability Quarterly. 2026 49(1):3-13. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A150078 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 3 Primary Education |
| Descriptors: | Elementary School Students, Grade 3, Mathematics Education, Word Problems (Mathematics), English Learners, Language Usage, Word Recognition, Accuracy, Mathematics Achievement |
| DOI: | 10.1177/07319487251322473 |
| ISSN: | 0731-9487 2168-376X |
| Abstract: | Although students are often taught to look for keywords when solving word problems, this strategy is erroneous. It is especially problematic when students solve inconsistent word problems that include a relational term, such as more but are not solved with the assumed operation (e.g., addition). In this study, we analyzed constructed equations on four word problems that included the word more for 112 Grade 3 students from a U.S. southwest school district. We compared students with and without mathematics difficulty and disaggregated based on dual-language status. Most students constructed accurate equations for the two consistent word problems, but fewer constructed accurate equations for the two inconsistent word problems. Students with mathematics difficulty, particularly those who were also dual-language learners, had the lowest rates of accurate equations on the inconsistent word problems. This analysis reinforces previous calls by researchers to avoid the ineffective keywords strategy. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2026 |
| Accession Number: | EJ1496006 |
| Database: | ERIC |
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| Abstract: | Although students are often taught to look for keywords when solving word problems, this strategy is erroneous. It is especially problematic when students solve inconsistent word problems that include a relational term, such as more but are not solved with the assumed operation (e.g., addition). In this study, we analyzed constructed equations on four word problems that included the word more for 112 Grade 3 students from a U.S. southwest school district. We compared students with and without mathematics difficulty and disaggregated based on dual-language status. Most students constructed accurate equations for the two consistent word problems, but fewer constructed accurate equations for the two inconsistent word problems. Students with mathematics difficulty, particularly those who were also dual-language learners, had the lowest rates of accurate equations on the inconsistent word problems. This analysis reinforces previous calls by researchers to avoid the ineffective keywords strategy. |
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| ISSN: | 0731-9487 2168-376X |
| DOI: | 10.1177/07319487251322473 |
