The question is a little vague. By elements do you mean what things should the child have in order to be able to decode and answer the question?

1. You would hope they have prior knowledge of the sorts of things addresses. Be they skills or knowledge about words in a worded problem. E.g what does horizontal mean?

2. You would hope that they are able to be divergent thinkers, bringing different types of thought to how to solve a problem and lastly,

3. You would hope that they are able to be convergent thinkers, deleting all the information from a question that they don't need.

Dear Colleagues,

Good Day,

“Students must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge” (National Council of Teachers of Mathematics [NCTM], 2000, p. 11). The mathematics education research community has been fairly united in identifying understanding as the major learning goal for mathematics education—teaching mathematics for understanding. Simon (2006) stated:

Recent discourse in mathematics education has coalesced around the importance of focusing on and fostering students' mathematical understanding. This agreement among mathematics educators has led to a commitment to generate new learning goals for students that are less skewed in favor of skill and facts learning and more focused on student thinking. (p. 359).

But what does mathematical understanding look like? One hallmark of mathematical understanding is the ability to justify, in a way appropriate to the student’s mathematical maturity, why a particular mathematical statement is true or where a mathematical rule comes from. There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.

Please, see the following interesting articles:

https://grantwiggins.wordpress.com/2014/04/23/conceptual-understanding-in-mathematics/

http://www.education.com/reference/article/learning-and-teaching-mathematics/

Te development of mathematics skills at secondary level, students should be moved from the cognitive structure. In this sense, there is the problem of what kind of learning abstract concepts to learn the basic math skills is to be determined according to the level of those spots.

   Private individual training plan should be established. Because each student a different skill acquisition watt. Skills acquisition levels in the individual education plan should be passed to other stages of completion stage apllication

element

ˈɛlɪm(ə)nt/Submit

noun

1.

an essential or characteristic part of something abstract.

"the death had all the elements of a great tabloid story"

synonyms: component, constituent, part, section, portion, piece, segment, bit; More