Drawing on a literature review of classifications developed by each of Riley, Verschaffel and Carpenter and their respective research groups, a refined typology of additive relations word problems is proposed and then used as analytical tool to classify the additive relations word problems in South African Curriculum and Assessment Policy Standard…

Presents results from an Australian study examining whether children who use cognitive strategies in solving simple addition questions develop greater proficiency in addition than children who do not use such strategies. Describes the subjects, instruments, procedure, and instructional treatment. Concludes that the development of cognitive…

This study investigated the effects of the nature of the algorithm, reinforcement, and level of problem difficulty on the ability of fourth graders to solve addition problems as measured by the number of problems correctly solved and the number of columns attempted. Subjects were selected for high scores on a test of basic addition facts; only…

Seventy-seven children (ages 5-13) with mild to moderate mental retardation were presented with addition problems. The patterns of strategies used were found to be similar to those used by intellectually normal children, though counting-on and memory strategies were used by subjects with greater frequency. Strategies became more sophisticated with…

Investigates the effects of children solving addition and subtraction problems collaboratively in contrast to solving problems on their own. Explores the effects of ability and gender on the outcomes of group collaboration. Presents and discusses the results. Includes references and an appendix. (CMK)

Results of a comparison of 73 Anglo American and 155 Chinese American (CA) fourth through sixth graders on an intelligence test and measures of the speed and consistency of retrieval of arithmetic facts from long-term memory are consistent with the hypothesis that accessing elementary arithmetic knowledge is more completely automatized in CA…