{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,28]],"date-time":"2026-09-28T19:14:50Z","timestamp":1790622890284,"version":"4.1.0"},"reference-count":45,"publisher":"SAGE Publications","issue":"3","license":[{"start":{"date-parts":[[2006,5,1]],"date-time":"2006-05-01T00:00:00Z","timestamp":1146441600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2006,5]]},"abstract":"<jats:p>This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students ( n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c) position of the unknown quantity in the problem. Facet theory with multidimensional scaling techniques (MINISSA) was used to analyze the underlying dimensions in the responses of each group of participants. Our results indicate that although the word problem difficulty classifications for the 2 groups of children were different, the position of the unknown quantity had a greater influence on the level of difficulty of story problems than other variables. The noncanonical problems\u2014specifically, those with the unknown term in the first place\u2014although difficult for both groups of children, were the most difficult problems for children with ALD.<\/jats:p>","DOI":"10.1177\/00222194060390030601","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"270-281","source":"Crossref","is-referenced-by-count":44,"title":["Solving Arithmetic Word Problems"],"prefix":"10.1177","volume":"39","author":[{"given":"Ana I.","family":"Garc\u00eda","sequence":"first","affiliation":[{"name":"Developmental and Educational Psychology Department of the University of La Laguna, aigarcia@ ull.es"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Juan E.","family":"Jim\u00e9nez","sequence":"additional","affiliation":[{"name":"Developmental and Educational Psychology Department of the University of La Laguna"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stephany","family":"Hess","sequence":"additional","affiliation":[{"name":"University of La Laguna"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2006,5,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/074193259101200307"},{"key":"atypb2","first-page":"533","volume":"51","author":"Bermejo, V.","year":"1998","journal-title":"Revista de Psicolog\u00eda General y Aplicada"},{"key":"atypb3","volume-title":"Facet theory: Form and content","author":"Borg, I.","year":"1995"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1207\/s1532690xci0103_1"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1007\/BF00180888"},{"key":"atypb6","unstructured":"Carpenter, T.P. (1985). Learning to add and subtract: An exercise in problem solving. In E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 17\u201440). Hillsdale, NJ: Erlbaum."},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.2307\/749545"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.3102\/00028312026004499"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.2307\/748656"},{"key":"atypb10","doi-asserted-by":"crossref","unstructured":"Carpenter, T.P. & Moser, J.M. (1982). The development of addition and subtraction problem solving-skills. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 9\u201424). Hillsdale, NJ: Erlbaum.","DOI":"10.1201\/9781003046585-2"},{"key":"atypb11","unstructured":"Carpenter, T.P. & Moser, J.M. (1983). The acquisition of addition and subtraction concepts . In R. Lesh & M. 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