Mathematical word problem solving is influenced by various characteristics of the task and the person solving it. Yet, previous research has rarely related such factors with each other in order to holistically answer which word problem requires which set of individual cognitive skills, particularly in complex word problems. In the present study, we conducted a secondary data analysis on a dataset of N = 1282 undergraduate students solving six mathematical word problems from the Programme for International Student Assessment (PISA). Previous results had indicated a substantial variability in the contribution of individual cognitive skills to the correct solution of these tasks. Here, we exploratively reanalyzed the data to investigate what item characteristics might be responsible for this variability, taking into account verbal, arithmetic, spatial, and general reasoning skills simultaneously. Key results include that verbal skills were the most consistent predictor of word problem solving in these items, arithmetic skills were mostly relevant for word problems containing calculations, spatial skills were helpful in the presence of any form of illustration, and general reasoning skills were more relevant in easier problems. We discuss possible implications, emphasizing how word problems can differ fundamentally with regard to the cognitive skills required to solve them correctly.     «

Mathematical word problem solving is influenced by various characteristics of the task and the person solving it. Yet, previous research has rarely related such factors with each other in order to holistically answer which word problem requires which set of individual cognitive skills, particularly in complex word problems. In the present study, we conducted a secondary data analysis on a dataset of N = 1282 undergraduate students solving six mathematical word problems from the Programme for Int...     »