The adverse influence of the presence of an irrelevant number and language inconsistency in a word problem is well known. Our study focused on the combination of these two variables and on the position of the irrelevant number in the word problem for Grade 6 pupils. The study has a mixed design. Item Response Theory was used to make equally able…

From an early age, understanding proportional reasoning is a fundamental pillar in mathematics education, and therefore, teachers should have a thorough knowledge of it. Despite its significance, there are few studies that analyse the difficulties that student teachers have in understanding proportionality, and even less so inverse…

This study examined how 12- and 13-year-old students' mathematics and science background knowledge affected line graph interpretations and how interpretations were affected by graph question levels. A purposive sample of 14 students engaged in think aloud interviews while completing an excerpted Test of Graphing in Science. Data were…

Introduction: Motivation is an important factor in the learning of mathematics. Within this area of education, word problem solving is central in most mathematics curricula of Secondary School. The objective of this research is to detect the differences in motivation in terms of the strategies used to solve word problems. Method: It analyzed the…

This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…

Background: From upper elementary education on, children develop a tendency to over-use linearity. Particularly, it is found that many pupils assume that if a figure enlarges "k" times, the area enlarges "k" times too. However, most research was conducted with traditional, school-like word problems. Aims: This study examines…

Discusses definitions of problem solving, sources of real problems, selection of data for use in problems, developing strategies for solving, and deciding when solutions are acceptable. (MKR)

A mapping procedure based on the SOLO Taxonomy developmental model was used to classify the problem-solving strategies of students (n=34) in grades K-2. Only one multiplication problem was used to isolate three components of the problem-solving procedure. (MDH)

Among 32 ESL students who received training in metacognitive strategies for mathematics problem solving, those students who were the highest achievers in mathematics and whose teachers were involved extensively in project activities were better problem solvers than less able math students or students in low implementation classrooms. Includes…

This study investigated the strategies subjects adopted to solve STEM-equivalent SAT-Mathematics (SAT-M) word problems in constructed-response (CR) and multiple-choice (MC) formats. Parallel test forms of CR and MC items were administered to subjects representing a range of mathematical abilities. Format-related differences in difficulty were more…

After a year of instruction, 70 kindergarten children were individually interviewed as they solved basic, multistep, and nonroutine word problems. Thirty-two used a valid strategy for all 9 problems, and 44 correctly answered 7 or more problems. Modeling provided a unifying framework for thinking about problem solving. (Author/MDH)

Presents a study that indicates that second grade students (n=117) do select manipulatives that match the story context in measurement and partition division word problems, that they can solve division word problems, especially when matched manipulatives are used, and that division without remainders are more accessible to solution. (39…

Children's (n=70) solution strategies to a variety of multiplication and division word problems were analyzed to determine performance levels and strategies used. Solution strategies were classified at three levels: direct modeling with counting; no direct modeling with counting, additive, or subtractive strategies; and use of known derived facts.…

The focus of this report is children's construction and analogical transfer of mathematical knowledge during novel problem solving, as reflected in their strategies for dealing with isomorphic combinatorial problems presented in "hands-on" and written form. Case studies of 9-year-olds, one low and one high achieving in school…

Presents the results of a survey of 165 seventh grade students asked to respond yes, no, or maybe to 21 metacognitive statements about their cognitive activity on a mathematical word problem. Suggests how to use the responses as a basis for developing classroom activities. (MDH)