Comprehension of arithmetic word problems: Evidence from students' eye fixations.

Students have difficulty solving arithmetic word problems containing a relational term that is inconsistent with the required arithmetic operation (e.g., containing the term less, yet requiring addition) rather than consistent. To investigate this consistency effect, students ' eye fixations were recorded as they read arithmetic word problems on a computer monitor and stated a solution plan for each problem. As predicted, low-accuracy students made more reversal errors on inconsistent than consistent problems, students took more time for inconsistent than consistent problems, this additional time was localized in the integration/planning stages of problem solving rather than in the initial reading of the problem, these response-time patterns were obtained for high-accuracy but not for low-accuracy students, and high-accuracy students required more rereadings of previously fixated words for inconsistent than for consistent problems. Arithmetic word problems, such as those presented in Table 1, can be viewed as assays of students ' problem-solving skills in elementary mathematics. Unfortunately, students perform particularly poorly on arithmetic word problems even when they perform well on corresponding arithmetic computation