抄録
The purpose of the present study was to explore what processes of problem solution influenced difficulty in solving arithmetic word problems. Three types of subprocesses involved in solving word problems were analyzed: Translation, integration, and planning processes. One hundred ten fifth-grade children participated in the study. They took two kinds of tests, arithmetic computation problems and word problems. Word problems consisted of 18 items that tapped each of three types of subprocesses. The results demonstrated the crucial importance of the integration process in solving word problems regardless of computational ability. The results are discussed in terms of internal representation which requires schematic knowledge.
