Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Described are activities and games incorporating a technique of "one step" which is used with children with learning difficulties. The purpose of "one step" is twofold, to minimize difficulties with typical trouble spots and to keep the step size of the instruction small. (Author/TG)

Explores mathematical methods children use to find answers for themselves. Describes some methods used for multiplication and subtraction problems. (YP)

Investigates English students' strategies for addition and subtraction problems. Suggests some teaching methods for the results. (YP)

Examines the hypothesis that problem comprehension and computational processes interact during the solving of arithmetic word problems. Results suggest the absence of any interaction between the two processes. Questions the notion that automatized retrieval facilitates problem solving, as well as assertions suggesting that increasing computational…

The current research explored children's ability to recognize and explain different concepts both with and without reference to physical objects so as to provide insight into the development of children's addition and subtraction understanding. In Study 1, 72 7- to 9-year-olds judged and explained a puppet's activities involving three conceptual…

This cross-sectional study investigated the problem-solving strategies used by schooled and unschooled Nigerian children to solve simple addition and subtraction problems. The purpose of the study was to: (1) verify with Nigerian children, models of the knowledge and strategies underlying children's solutions to simple word problems; (2) test the…

This study investigates the influence of changes in the wording of simple addition and subtraction problems without affecting their semantic structure on the level of difficulty of those problems for first and second graders and on the nature of their errors. The objective is to contribute to a better understanding of the process of constructing a…

Second and third graders from six Dutch elementary schools (N = 168) solved two sets of almost identical addition and subtraction sums at a two-week interval. Inconsistency in strategies, which characterized half the subjects, was related to unfamiliar sums and resulted in misinterpreted errors. (TJH)

Data were collected in the problem representations and solution strategies of 30 first graders who were given a series of simple addition and subtraction word problems. The children were interviewed three times during the school year. The influence of problem structure on children's solution strategies appears more extensive and decisive than that…

Three differences between the mathematics training of students from Spanish-speaking countries and that typical for pupils in the United States are discussed. (MP)

An instrumental technique is presented to help students create a symbolic representation that may aid the process of choosing an appropriate operation to solve a problem. Current research and practice are discussed; then the part-part-whole model is presented. (MNS)

Another way to add and subtract, in which the mental regrouping strategy is applied to an original 10-structure, is presented. Pupils use a visual model, called "little person," to move from counting to visualization. Originally designed for use with pupils with learning disabilities, this method has wider applicability. (KR)

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…

Over the past few years a substantial body of research has yielded evidence that the semantic structure of elementary arithmetic word problems influences children's strategies to solve them. The study reported in this document considered three other task characteristics in addition to semantic structure: (1) the order of presentation of the two…