Proficiency in mathematics across the United States has become an area of concern as performance on state accountability tests continues to demonstrate that less than 50% of students in 4th and 8th grade are proficient in mathematics (NCES, 2013). With such large numbers of students lacking proficiency in mathematics, systematic interventions that…

A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…

Discussed are the results of the second National Assessment of Educational Progress (NAEP) mathematics assessment concerning children's ability to solve verbal problems. The data indicate that the commonly held view that children cannot solve word problems may be an oversimplification. (Author/TG) Aspect of National Assessment (NAEP) dealt with in…

Investigates the effect of mental schemes corresponding to additive and multiplicative situations in the process of interpreting and solving problems. Classifies relative difficulties of problems according to their situations which are considered through a written test administered to pupils in grades 2, 3, and 4. Supports the assumption that…

Applies the Lesh Translation Model to develop conceptual understanding by showing relationships between five modes of representation proposed by Lesh to learn multiplication of fractions. Presents five teaching activities based on the translation model. (MDH)

A mapping procedure based on the SOLO Taxonomy developmental model was used to classify the problem-solving strategies of students (n=34) in grades K-2. Only one multiplication problem was used to isolate three components of the problem-solving procedure. (MDH)

This paper studies the difficulties children have solving word problems that correspond to one of the situations modeled by multiplication; that of a ratio (e.g. "candies per box"), multiplied by an extensive quantity (e.g. "boxes") (I x E). Sixty children were individually observed solving and repeating I x E problems. Various…

Discusses the two overgeneralizations "multiplications makes bigger" and "division makes smaller" in the context of solving word problems involving rational numbers less than one. Presents activities to help students make sense of multiplication and division in these situations. (MDH)

Children's (n=70) solution strategies to a variety of multiplication and division word problems were analyzed to determine performance levels and strategies used. Solution strategies were classified at three levels: direct modeling with counting; no direct modeling with counting, additive, or subtractive strategies; and use of known derived facts.…

Presents five activities to help students construct meaning for multiplying fractions through real-world problem contexts, physical or pictorial models, the recognition of patterns, and the use of calculators. In the context of a garden plot, worksheets examine various aspects of parts of plots, patterns in plots, and a maximization problem.…

Suggests that children enter school with a great deal of informal intuitive knowledge of mathematics that can serve as the basis for developing much of the formal mathematics of the primary school curriculum. Describes a research-based model of children's thinking that teachers can use to interpret, transform, and reframe their informal or…

Recent research suggests that many middle school students approach mathematical story problems with strategies that are not based on possible meanings for the operations, yielding success for one-step problems, but providing a weak background for approaching algebra story problems. This document reports the findings and the materials developed by…

This volume of the 27th International Group for the Psychology of Mathematics Education Conference includes the following research reports: (1) The Affective Views of Primary School Children (Peter Grootenboer); (2) Theoretical Model of Analysis of Rate Problems in Algebra (Jose Guzman, Nadine Bednarz and Fernando Hitt); (3) Locating Fractions on…