ABSTRACT
The ability to translate between arithmetical formats presented in different formats – for example numerical, verbal and concrete – is very important for several reasons. Quite a lot of research on adult arithmetical cognition deals with the issue of ‘transcoding’: conversion of numbers from one form to another. Most adults are faster and more accurate at carrying out single-digit arithmetic problems with numerals than with number words. Word problem solving is indeed related to other aspects of arithmetical ability, and some studies suggest that poor word problem solving is one of the features that most strongly characterizes children identified as having arithmetical difficulties. If a child has difficulty in reading or writing numerals or arithmetical signs, then they are likely to have difficulty in translating to and from written numerical formats. A number of studies from the 1980s and earlier do indicate a greater tendency toward compartmentalization between different forms of presentation of arithmetic problems in schools.
