Tabulation of addition and multiplication fact frequencies in arithmetic texts for grades one through six showed that large facts, with operands larger than five, occurred only half as frequently as those with operands in the two-to-five range. Theoretical and practical implications are discussed. (MKR)

Investigates the effect of mental schemes corresponding to additive and multiplicative situations in the process of interpreting and solving problems. Classifies relative difficulties of problems according to their situations which are considered through a written test administered to pupils in grades 2, 3, and 4. Supports the assumption that…

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)