In this research, our objective is to characterize the problem-solving procedures of primary and lower secondary students when they solve problems in real class conditions. To do so, we rely first on the concept of heuristics. As this term is very polysemic, we exploit the definition proposed by Rott (2014) to develop a coding manual and thus…

We propose to assess conceptual knowledge of mathematical notions by having recourse to isomorphic word problems. We assumed that failing to solve isomorphic problems is an indicator of lack of conceptual knowledge. To reach these conclusions, two experiments were conducted among 4th and 5th grade students. In experiment 1, each student had to…

The paragraph unit that constitutes an addition or subtraction word problem text is discussed and the logical conditions such problems must fulfill are formulated. An attempt is then made to formulate the semantic conditions which will define well-formed addition and subtraction texts. (MN)