Distinct Behavioural and Brain Response Profiles Between Arithmetic Word Problem Solving and Sentence Comprehension in Third and Fourth Graders

Abstract

Word problems are essential for math learning and education, bridging numerical knowledge with real-world applications. Despite their importance, the neural mechanisms underlying word problem solving, especially in children, remain poorly understood. Here, we examine children's cognitive and brain response profiles for arithmetic word problems (AWPs), which involve one-step mathematical operations, and compare them with nonarithmetic word problems (NWPs), structured as parallel narratives without numerical operations. Behavioural results suggested that AWP performance was associated with both reading comprehension and arithmetic fluency, whereas NWP performance correlated only with reading comprehension. Neuroimaging results revealed distinct neural substrates: AWP solving primarily activated the anterior insula, middle frontal gyrus and intraparietal sulcus, whereas NWP solving engaged in the inferior frontal gyrus, middle temporal gyrus and angular gyrus. Critically, we observed a developmental shift: Children showed heightened prefrontal activation during AWP solving, contrasting with increased posterior parietal engagement in adults. Moreover, although adults demonstrated brain–behaviour associations, with slower AWP solving linked to stronger parietal activation, this relationship was absent in children. Taken together, these findings suggest that AWP solving recruits specialized arithmetic brain circuits that undergo a frontal-to-parietal trajectory. Our study thus provides a neurological basis for AWP solving in children, emphasizing the crucial role of the fronto-insular-parietal network. These insights into brain-based contributions to developmental differences may guide the development of targeted remediation strategies and educational interventions tailored to individual learning needs.