This article discusses the development and uses of a cross-content learning strategy: Read, Imagine, Decide, and Do (RIDD) and suggests ways to incorporate the strategy into instruction for students with learning disabilities. Examples apply the strategy to the solution of math word problems. (Contains 10 references.) (DB)

Studied the relation between reading comprehension and task-specific strategies used in arithmetic word problems. Results with 20 9-year-olds of different competencies in reading and mathematics show a linear relation between reading comprehension and target strategies used in the word problems as well as a relationship between reading and IQ.…

Studied structures and relationships in one-step additive and multiplicative problems solved by 450 students in grades 2, 3, and 4. Results show that the facility ratio of the problems differs by structure, situation, and the sequence of data. The ability to solve one-step problems increases with age, but relative problem difficulty is grade…

Thirty-three college students with deafness and 10 typical students were given 30 mathematics problems to solve, 15 that were word problems. As the complexity of the descriptive information in the word problems increased along with the complexity of the problem situations, the performance of students with deafness decreased. (Contains references.)…

In this paper, the author looks at some classic problems in mathematics that involve motion in the plane. Many case problems like these are difficult and beyond the mathematical skills of most undergraduates, but computational approaches often require less insight into the subtleties of the problems and can be used to obtain reliable solutions.…

EQUALS is a teacher advisory program that helps elementary and secondary educators acquire methods and materials to attract minority and female students to mathematics. The program supports a problem-solving approach to mathematics, including having students working in groups, using active assessment methods, and incorporating a broad mathematics…

This booklet is one in a series of teacher inservice materials developed in an effort to translate the findings of a study of problem-solving instruction into materials that provide teachers with new knowledge about mathematical problem solving, current instructional practices, and recommendations for problem-solving instruction. The need for…

Shows how teaching mathematics helps in teaching reading sequence skills. Asserts that students who can write a mathematical sentence, reconstructing the series of events in a verbal problem, can transfer those skills to develop the reading skill of time-order sequence. Illustrates this strategy with three examples of mathematical sequence problem…

Presents inventive word problems used to teach journalism students printers' math for newspaper design. (HTH)

Presents two lessons focusing on (1) spreadsheet design and (2) editing and printing spreadsheets. Materials provided include a list of functions for which students need to learn the commands, suggestions for presenting the lesson, three spreadsheet story problems, student exercises in editing, and two reference sheets for AppleWorks. (LRW)

In its empirical part this paper establishes a general weak understanding of the process of applying a mathematical model. This is also evident in the way teachers regard the application of alternative sharing in their own problem solving and in relating to children's answers. The theoretical part analyses problems that are considered as…

The study proves that a didactical model based in a method to solve word problems of increasing complexity which uses a numerical approach was essential to develop the analytical ability and the competent use of the algebraic language with students from three different performance levels in elementary algebra. It is shown that before using the…

We deal with the study of the senses and the meanings generated in the representation of the unknowns in the resolution of word problems involving two unknown quantities. The discussed cases show the difficulties that the students beginning the algebra learning have to deal with when using the equality between "unknown things". For them,…

During several years of experimentation, we accumulated a large collection of data on the analysis of problems generally encountered in algebra and on the reasoning developed by students at different levels when confronted with these problems. Analysis of this data led us to a new way of looking at differences among word problems, and to the…

Reports on an experiment in which Algebra I students (N=181) learned to translate word problems with two unknowns from the prose representation to symbolic representation using two variables when first solving word problems with two unknowns. Concludes that students who had learned to solve equations with the new method scored higher than those…