This paper proposes a learning based method that can automatically determine how likely a student is to give a correct answer to a problem in an intelligent tutoring system. Only log files that record students' actions with the system are used to train the model, therefore the modeling process doesn't require expert knowledge for identifying…

Young Filipino children are expected to solve mathematical word problems in English, which is not their mother tongue. Because of this, it is often assumed that Filipino children have difficulties in solving problems because they cannot read or comprehend what they have read. This study tested this assumption by determining whether presenting word…

This study was an investigation of the influence of word-problem context--the nonmathematical, verbal aspect of a problem--on fourth- and sixth-grade students' preferences for and problem solving performance on word problems. Problems were parallel in mathematical structure but differed by major context category--fantasy and real-world.…

There are many ways to generate mathematical problems from a starting point. This author shares some thoughts that led to production of a number of them. The problems contained here range in level from Kindergarten to college. Walter starts by providing the problems so that the reader will have the opportunity to solve them without any hints.…

Teachers can help students with learning problems in solving arithmetic word problems by following the principles commonly used in the design of Direct Instruction curricula: teach rules and strategies rather than rote memorization; sequence examples and skills carefully; and introduce and review skills cumulatively. (CB)

How can a chain with 63 links be cut in 3 places so that you could hand a person any number of links from 1 to 63? Considers variations on the problem and derives a general formula. (TO)

Describes a classroom problem of probability as follows: How many people do you need in a group to ensure that the probability of at least two of them having the same birthday is greater than one-half? Answer: 23. The probability principles needed are simple enough to be accessible to advanced high school students. (PVD)

Investigates the calculation strategies used by female students in Grades Two and Three to solve word problems. Findings indicate that students used three main intuitive models: (1) direct counting; (2) repeated addition; and (3) multiplicative operation. Concludes that children acquire an expanding repertoire of intuitive models and the model…

Features responses to a problem that appeared in the February 2000 issue. (KHR)

Presents a problem entitled "Puzzling Prices" for grades K-6. Students are given a combination of price tags and must determine the different amounts of money that could be made using different combinations. (KHR)

Describes an innovative method for teaching 5th grade students how to solve ratio and proportion word problems with understanding. Uses the multiplication table as a conceptual support. (YDS)

Presents the "Food for Thought" problem and discusses different approaches used by Algebra 1 students to solve the problem. (YDS)

Shows the thinking used by students to solve the problem "Who Scored What?" that appeared in the February 2001 issue of this journal. (YDS)

Eighty-six college students studied solutions of simple and complex word problems and then used the examples to construct algebraic equations as the frequency of referral to example was recorded. Students did not always select the appropriate example, and ability to select appropriately did not interact with aptitude. (SLD)

Three experiments investigated the ability of 79 college students to solve similar algebra word problems. Data indicate that students are able to perceive and use similarities in such problems at the level of a conceptual structure. A training session to explain relevant structural principles was effective in improving performance. (SLD)