A semiotic perspective on mathematical activity provides a way of conceptualizing the teaching and learning of mathematics that transcends and encompasses both psychological perspectives focussing exclusively on mental structures and functions, and performance-focussed perspectives concerned only with student's behaviours. Instead it considers the…

Research conducted in several countries has shown consistent patterns of performance on "change,""combine," and "compare" word problems involving addition and subtraction. These findings are interpreted within a theoretical framework which emphasizes development of levels of word problem-solving ability related to…