This study was designed to compare the relative effectiveness of word problem instruction based on Polya's approach to problem solving with Dahmus' word by word translation approach. When ninth-grade students were randomly assigned to one of these approaches, no differences in mean number of problems solved were observed. (SD)

Classifies children's solution strategies by degree of abstraction and by use of physical objects. Children in grades one, two, and three were given two multiplication and four division word problems that differed in semantic structure. (Author/YP)

Investigates the development of concepts and processes associated with computational estimation. Twelve students at each of grades three, five, seven, and nine were interviewed. The older children understood better than the younger children what was asked but were uncomfortable with estimation processes and outcomes. (Author/YP)

Examined the effects of intervention in the instruction of 12 male seventh-grade students for the purpose of developing number sense. Results indicate that after instruction students were more likely to use strategies to solve number magnitude, mental computation, and computational estimation problems that reflected number sense. (Contains 50…