The Influence of Problem Context on Mathematics Performance

Mathematics educators and researchers argue that using realistic, complex problem-solving instruction and assessment can improve students’ problem-solving skills and attitudes towards mathematics. The objectives of this study were: (a) to determine whether working with more realistic and longer problems during instruction will make students better able to solve similar problems on an achievement test, and (b) to determine whether the different kinds of problems (short vs. extended word problems) will provide different information about students’ performance and mathematical problem-solving ability. The comparisons suggest that there are important aspects of students’ ability to solve structured problems that can be measured with extended, complex, realistic problems.