Abstract
The purpose of this study was to examine how children's ability in solving word problems influence generation and solution of word problems. In this study, ten good fifth graders and ten not-so-good fifth graders were instructed to generate complete word problems, using some words and numerals. Subjects were also asked to solve word problems they had generated. The results were as follows : (1) Good fifth grade children generated more accurate word problems. (2) Not-so-good children made more sentence errors about relations. (3)Not-so-good children also generated many word problems, but they failed to solve most of hard problems they had generated. These results suggest that not-so-good children lack or do not utilize the appropriate knowledge necessary to integrate information which are needed to generate and solve problems.
