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…

Examined relations between algebraic word-problem attributes and students' strategies, errors, and problem difficulty. Found that constructed responses capture strategy formulation and high-level planning--as do traditional measures of quantitative reasoning--but are more sensitive to individual problem characteristics and procedural errors that…

A study investigated the repertoire of cognitive schemes used by 15 adolescents with mental retardation in the process of solving additive word problems. Findings provide evidence of at least a partial part-part-whole scheme for about half of the students and more use of metacognitive knowledge than is usually expected. (Contains references.)…

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,…

Examined eighth graders' approaches to contextual word problems. Subjects were observed in two situations: open-inquiry field studies that included production of convincing representations (inscriptions) to support students' findings and; word problems with stories and student-produced data based on field studies. Analysis of mathematical…

Reports on the design and study of a new computerized environment enabling a variety of metacognitive supports in different phases of the problem-solving process and designed to influence students' metacognition during word problem-solving. Results indicate that learning environments that provide metacognitive support during the solution process…

Two related studies are reported about the (lack of) activation of real-world knowledge in elementary school students' understanding and solution of school arithmetic word problems. In the first study a set of word problems was collectively administered to 75 fifth-graders during a typical mathematics lesson. Half of the problems were standard…

Middle school teachers (n=53) and prospective secondary teachers (n=28) posed problems related to billiards before and after solving a sample problem. Found systematic problem generation and more problems posed before solving a sample problem. Posed problems were not always solvable. (MTE)

This special section on cognition and mathematics contains an introduction and 13 articles on advances in the psychology of mathematics learning. The articles focus on how students learn to solve mathematics problems, including arithmetic computation problems, arithmetic word problems, and computer programing problems. (SLD)

Reviews research that has led to new ways of understanding mathematical development in young children. Covers research on information processing theory and cognitive science. (BB)

Encourages classroom teachers to improve their students' reading and reasoning skills by helping them to interpret math problems correctly. (RAE)

This descriptive study was aimed at looking into how Primary 5 pupils solve pre-algebra problems concerning patterns and unknown quantities. Specifically, objectives of this study were to describe Primary 5 pupils' solution strategies, modes of representations and justifications in: (a) discovering, describing and using numerical and geometrical…

A study of 29 students enrolled in Algebra II in an 8-week summer instructional program for minority students was conducted to reveal the skills that students have in translating among representational forms in mathematics problems where the representational form is varied in the given problem and in the required form of the answer. All students…

In the study of mathematics instruction the focus has changed from the outcomes of learning to the cognitive processes involved in mathematics learning. This new emphasis presents a serious challenge for curriculum design, but it may also lead to more success for students in learning mathematics. (Author/VM)

Determined whether 11 third-grade children, differing in cognitive processing capacity, solve addition and subtraction word problems differently. Results, among others, show that children who differ in cognitive processing capacity also differ in strategies they use to solve the same verbal problems and differ in their success in finding correct…