The Comparison Effects of Contextual, Conceptual Rewording on the Solving Mathematics Word Problems

This study was designed comparison the effects of contextual, conceptual rewording and their combination on facilitating solving mathematics word problems. In this study 80 of sixth grade students (Middle School course of studies) were randomly assigned to one of the mentioned conditions plus a control group. All the participants answered to pretest (T ). Then all of them expect control group, which received to, answered to one of three types of reworded tests (T  , T  and T ). Results indicated that types of rewordings facilitated students' performance in solving mathematics word problems.