Solving arithmetic word problems is a fundamental skill that children must learn in the learning of mathematics. However, many students perform weakly on these tasks, even if they can successfully solve corresponding arithmetic computation exercises. This suggests that aspects other than mathematical skills contribute to problem solving success. The present contribution gives an overview of the research literature on word problems and identifies three factors behind students’ difficulties: (a) word problem attributes, (b) individual capabilities, and (c) environmental factors. We will discuss the impact of each component on word problem solving skills and explain the need to consider all factors when developing efficient intervention programs. Implications in terms of educational practices are also discussed.
