PRAIDEPRO

BACKGROUND

Solving word problems is a core skill in mathematics, but it is particularly challenging for young children. According to Mayer (1985), this activity involves two main phases: problem representation, which requires understanding and modeling the situation described, and the solution phase, which involves mathematical reasoning and calculations. Both of these stages draw upon language, numeracy, and general cognitive skills (Kyttälä et al., 2013; Vessonen et al., 2023).

Several studies have evaluated the impact of explicit instruction by teachers (Croset et al., 2024; Fuchs et al., 2021), assistance with understanding the task instructions (Cummins et al., 1988), and the use of visual or concrete aids (Lê et al., 2024; van Lieshout & Xenidou, 2020). These external aids could, in particular, compensate for the limitations of working memory (Kyttälä et al., 2013).

The research project proposed this year aims to better understand the predictors and factors influencing the acquisition of this skill in the final year of preschool (GS), in order toguide targeted teaching practices.

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STUDENT CONTRIBUTION

The student will participate in a project consisting of two experimental components:

1. Identification of predictive factors :
   • Individual administration of a battery of tests to kindergarten children (n = 100) assessing verbal comprehension, short-term memory, working memory, and numerical knowledge (calculation, numbers). Data analysis to identify the skills most closely linked to problem-solving performance.
2. Comparison of Resolution Conditions :
   • Establishment of three experimental conditions
   • A comparative analysis of the effectiveness of these support measures on children’s performance.

The results will contribute to the development of educational materials for preschool teachers.