Describes a study that investigates the difficulties students have with word problems and aims to find out what can be done to help students achieve some success with word problems while working independently. Concludes that a problem-solving approach to teaching mathematics and word problems is beneficial. Contains 20 references. (ASK)

The article details an instructional procedure (based on the effective instruction research) to enable learning disabled adolescents to master three types of algebraic word problems: relational problems, proportion problems, and problems with two variables and two equations. (Author/DB)

Describes the results of part of a study into mathematical problem solving in secondary schools. Concludes that positive results were achieved, in part, as a consequence of the time that was spent in problem-solving lessons which allowed students to practice reading and working with word problems and working on basic material, particularly…

Genre analysis is a form of discourse analysis that can provide useful and sometimes surprising new perspectives on understanding teaching and learning. Uses two examples to illustrate the application of genre analysis in mathematics education. (Contains 23 references.) (ASK)

Some uncomplicated illustrations of how probability yields results that seem in conflict with traditional intuition are given. (MNS)

This article details an approach to teaching one step in a mathematics word-problem-solving strategy, that of organizing the facts. A lesson plan is offered which involves directed instruction and supervised practice in five strategies for organizing facts. (DB)

Discusses reasons for the lack of mathematical problem-solving skills among students at all levels. Examines the complex cognitive processes required for problem solving. Reviews theories about the problem-solving process and lists the cognitive skills and steps necessary for successful mathematical problem solving. (PAA)

Writing can provide opportunities for students to construct their own knowledge of mathematics. The student work that appears in this book shows learners interpreting unfamiliar texts, constructing arguments, struggling to understand complex systems, and developing new approaches to problems. The chapters are entitled: (1) "Writing to Learn"; (2)…

The article offers a curriculum of direct instruction to teach the process of solving arithmetic word problems to learning disabled students. Students are taught to use a plan, to test relevant hypotheses, and to evaluate their work. (Author/DB)

Some of the problems of learning disabled students which make teaching arithmetic difficult include: symbol-object relationships, reversibility of functions, perceptual deficits, multiplication tables, division tasks, word problems, and place values. Among suggestions for teachers are presenting and setting up problems according to students'…

Describes how classrooms can "talk the language of" and "write about" mathematics concepts and procedures, thereby demystifying the abstraction of math and, at the same time, developing literacy skills. (GC)

Strategies are presented for dealing with factors that can be responsible for failure in mathematical problem solving. The suggestions include personalization of verbal problems, thematic strands based on student interests, visual representation, a laboratory approach, and paraphrasing. (JDD)

This article offers suggestions to teachers of hearing-impaired students on teaching basic mathematical problem-solving skills. Eight suggestions include allowing time for problem solving, encouraging persistence, providing open-ended problems, using problems based on student experiences, and using appropriate evaluation strategies. (DB)

Describes the "Two-Eight" instructional model for students who have arithmetic computational skills but lack the ability to select appropriate strategies to solve problems. Offers examples showing the replacement of the actual values used in a word problem with the simple numeric values of 2 and 8 to create a parallel, solvable problem. (DMM)

This article discusses the development and uses of a cross-content learning strategy: Read, Imagine, Decide, and Do (RIDD) and suggests ways to incorporate the strategy into instruction for students with learning disabilities. Examples apply the strategy to the solution of math word problems. (Contains 10 references.) (DB)