This paper explores the development of students' knowledge of mathematical procedures. Students' tendency to develop rote knowledge of procedures has been widely commented on. An alternative, more flexible endpoint for the development of procedural knowledge is explored here, where students choose to deviate from established solving patterns on…

Describes a study of the effect of teachers' verbal feedback on the ability of bilingual sixth graders to solve mathematical word problems. Treatment was based on Mayer's model of problem solving. Results indicated that theory-based feedback targeted to bilingual students' individual and class needs improved student mathematics performance. (GH)