부산대학교 도서관

In this study we examined how the difficulty of multiplication and division word problems change in different mathematical structures. A total of 124 six graders were given eight word problems which consist of three multiplication problems and five division problems. In both multiplication and division problems, cover stories and number types used in the problem were changed so that problem structures of all eight problems were different from one another. Statistical analysis was put on the percentage of correct answers. We found four levels of difficulty among eight test problems, which is statistically significant by T-test. Particularly, the problems of which structure has less than one times relation were more difficult than the problems of which structure has more than one times relation. No difference was fond among performances of the subjects on different cover stories.