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Peer reviewedChristou, Constantinos; Philippou, George – Educational Research and Evaluation (An International Journal on Theory and Practice), 1999
Studied structures and relationships in one-step additive and multiplicative problems solved by 450 students in grades 2, 3, and 4. Results show that the facility ratio of the problems differs by structure, situation, and the sequence of data. The ability to solve one-step problems increases with age, but relative problem difficulty is grade…
Descriptors: Age Differences, Cognitive Processes, Difficulty Level, Elementary Education
Peer reviewedParmar, Rene S.; And Others – Exceptional Children, 1996
Performance on mathematics word problems was compared for 197 students (grades 3-8) with mild disabilities and 210 nondisabled students. Students with disabilities performed at significantly lower levels than typical students. Significant effects were also evident for grade and type of mathematical operation (addition, subtraction, multiplication,…
Descriptors: Age Differences, Cognitive Processes, Elementary Secondary Education, Mathematics Instruction
Download full textVan Dooren, Wim; De Bock, Dirk; Hessels, An; Janssens, Dirk; Verschaffel, Lieven – International Group for the Psychology of Mathematics Education, 2004
Building on previous research on the tendency in students of diverse ages to overrely on proportionality in different domains of mathematics (e.g., geometry, probability), this study shows that--when confronted with missing-value word problems--Flemish primary school pupils strongly tend to apply proportional solution strategies, also in cases…
Descriptors: Elementary School Students, Mathematics Education, Word Problems (Mathematics), Elementary School Mathematics
