Strategy Profiles in Solving Algebra Word Problems: A Person-Centered Bayesian Classification Approach for Chinese Students

This study examined the reversal error phenomenon in Chinese students' algebra word problem-solving, focusing on how sentence structures influence performance and problem representation strategies across educational levels. Using a person-centered Bayesian classification approach, this study analyzed individual differences in problem-solving strategies across different grade levels. Results confirmed the presence of reversal errors among Chinese students, with sentence structures significantly affecting error rates. Students demonstrated superior performance on congruent problems compared to incongruent problems, showing both fewer errors and faster response times across all grade levels. The study revealed that students processed congruent problems and incongruent problems using fundamentally different strategies. The analysis identified five distinct strategy profiles across grade levels, revealing grade-related differences in strategy use: younger students predominantly relied on direct translation, whereas older students more frequently employed analytic strategies. These findings advance our understanding of cognitive processes in algebra problem-solving and suggest targeted interventions for addressing the reversal error.