Ng, Ee Lynn

Solving algebraic word problems involves multiple cognitive phases. We used a multi-task approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. We tested 255 11-year-olds on working memory (Counting-Recall, Letter-Memory, Keep-Track), ability to inhibit inappropriate responses (inhibition: Numeric-Stroop, Stop-Signal), mental flexibility (switching: Number-Letter, Plus-Minus), English literacy, and algebraic problem solving skills (problem representation, solution generation and other sub-components). Working memory explained about a quarter of the variance in both representation and solution formation. Literacy explained an additional 20% of the variance in representation formation. Ability to discern quantitative relationships explained an additional 10%. Our findings go beyond a demonstration of association between working memory and problem solving accuracy. They show that success in word problems are particularly reliant on ability to decode and assign mathematical operators to quantitative relationships: skills that draw heavily on working memory resources.