The hypothesis examined suggests that prequestions should be more facilitating than postquestions in directing students to the information necessary for a problem's solution. Fourteen problems were designed for a criterion measure, and 52 students in community college intermediate algebra classes were the subjects. Results indicated question…

The purpose of this study was to examine tendencies for students to be more successful in solving verbal problems based on situations for which they possess measured interest. (MP)

Students in grades four-six were asked to complete multiplication examples and write a story problem (reported earlier, SE 533 279). Their stories were categorized in terms of their logic and realism. Many errors were noted, leading to the conclusion that knowledge of multiplication does not necessarily lead to logical multiplication. (MNS)

Eighty-seven pupils in grades 4-6 completed five multiplication examples and wrote a problem for another example. They were reasonably proficient, with mean scores of 82 percent in grade 4, 75 percent in grade 5, and 97 percent in grade 6. They did less well on developing a problem. (MNS)

The effect of testing format on achievement was investigated. Statistical analysis indicated no significant differences between any of the four formats used. (MK)

The objective were to explore some of the ways in which the calculator can be used and to determine the effects. Areas covered are: computation, mathematics readiness, problem solving, and discovery learning. (MP)

Describes a study designed to determine the effects of Science: A Process Approach (SAPA) on kindergarten children's ability to conserve on six tasks. It was concluded that the rate of attainment of conservation skills is affected at least in part by the experiences made possible by SAPA. (JR)

The mathematical problem-solving attitudes of fourth- grade pupils and teachers as related to pupil performance was investigated. Results suggest that most fourth-grade students possess favorable attitudes toward problem solving, and that teachers should continue to foster favorable student reactions toward problem solving. (MP)

This article reviews 40 pertinent studies of student groups (conducted between 1922 and 1969) related to the solution of word problems and makes recommendations for continued research in this area. The subdivisions focus on studies of problem analysis, computation, general reading ability, specific reading skills, specificity of the problem…

Discussed are three recent psychological experiments that demonstrate (1) how students can be instructed to falsify on two tasks that model scientific reasoning and (2) how the possibility of error in the data affects their attempts to falsify. Games were used in the treatments. (MNS)

Describes a study, involving 120 first grade children, which supports the hypothesis that the rate of attainment of conservation skills is significantly enhanced by experiences made possible by the first grade program of SCIS. Describes the six conservation tasks used for pre-tests and post-tests: number, liquid amount, solid amount, length,…

A study to investigate one of the mechanisms teachers may use to convince themselves incorrectly that students have learned science concepts requiring formal operational ability is presented. The investigation indicates instructors may actually teach and test for memorization of algorithms rather than understanding. (MP)

An analysis of sixth-grade students' problem solving found the process to be a series of behaviors for each of which an explanation can be elicited. Advocates that teachers use questioning and discussion techniques rather than a "right-wrong" approach to the evaluation of verbal arithmetic problems. (CP)

Describes investigation designed to determine if differences in socio-economic level and sex affect the development of strategies used by first grade students in attempting to solve a scientific problem involving simple machines. (JR)

Textbook analyses for 1924, 1944, and 1984, suggest that the mathematics program regressed in expectations for students. The number of word problems in fifth-grade books has decreased and the amount of drill problems increased. (MNS)