Word-problem features such as text complexity, charts and graphs, position of the unknown, calculation complexity, irrelevant information, and schemas impact word-problem performance. We compared the word-problem performance of typically achieving (TA) students and students with mathematics difficulty (MD). First, we measured the word-problem performance of all students for schemas and position of the unknown, followed by the performance of students with MD for schemas, position of the unknown, irrelevant information, and charts or graphs. Across schemas, while TA students outperformed students with MD, all students typically scored higher on Change and Difference problems than on Total problems. For position of the unknown, students often scored highest on problems with the final position unknown. Students with MD also demonstrated higher scores on problems with irrelevant information than charts and graphs. Although patterns emerged, not all problems followed the same trends, suggesting the need for further research to investigate the impact of word-problem features on word-problem accuracy.

中文翻译：

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图式的单词问题表现差异：有和没有数学困难的学生的比较

文本复杂性、图表和图形、未知位置、计算复杂性、不相关信息和模式等单词问题特征会影响单词问题性能。我们比较了通常达到（TA）学生和数学困难学生（MD）的单词问题表现。首先，我们测量了所有学生在图式和未知位置方面的单词问题表现，然后是具有 MD 的学生在图式、未知位置、不相关信息以及图表或图形方面的表现。在各种模式中，虽然 TA 学生的表现优于 MD 学生，但所有学生在变化和差异问题上的得分通常高于总问题。对于未知的位置，学生通常在最终位置未知的问题上得分最高。与图表和图表相比，MD 学生在无关信息问题上的得分也更高。尽管出现了模式，但并非所有问题都遵循相同的趋势，这表明需要进一步研究以调查单词问题特征对单词问题准确性的影响。