This paper reviews the current theory and research on algebra/mathematics word problems. First, the major research findings are identified and summarized along with the theoretical perspectives that produced the research. The findings are then interpreted from the perspectives of traditional and wholetheme approaches. Also, a sample methodology of…

This book contains real-life mathematics problems and is designed to conform to the National Council of Teachers of Mathematics' (NCTM) goals as outlined in the NCTM Curriculum and Evaluation Standards for School Mathematics. The problems come from each person's day-to-day experiences in their careers. Persons from various careers represented are…

It has been hypothesized that differences in mathematical word problems are the result of differences in spatial skill. Why complex spatial abilities are needed for an individual to represent the relatively simple spatial relations in word problems is not clear. It is possible that a third variable, cognitive strategy preferences, may partially…

Experimental studies conducted since 1980 were reviewed. Each of the 34 studies concerning problem solving is briefly summarized, followed by comments, criticisms, and/or concerns. A summary indicates that experimental research of the 1980s seems to focus on: (1) children's processes, understanding, functioning, difficulties, and representations;…

This book of supplemental exercises is one of a series of books designed to provide educational materials for students in addition to the instructional texts in the Adult Learning Skills Program. Exercises in this basic level book are for the mathematics subject area. Course numbers and exercise topics are: 301 (vocabulary and reading in math,…

This guidebook is one in a series of teacher inservice materials. It is an effort to translate the findings of a study of problem-solving instruction in grade 7 into a set of materials that provide teachers with new knowledge about mathematical problem solving, current instructional practices, and recommendations for problem-solving instruction.…

This cross-sectional study investigated the problem-solving strategies used by schooled and unschooled Nigerian children to solve simple addition and subtraction problems. The purpose of the study was to: (1) verify with Nigerian children, models of the knowledge and strategies underlying children's solutions to simple word problems; (2) test the…

The article details a process to develop and test an instructional program designed to teach learning disabled students the procedural, process, and task specific knowledge necessary to solve four kinds of arithmetic story problems. Single subject and group research designs were used to evaluate the problem solving unit. (Author/DB)

Four informal assessment techniques to detect student mistakes in math, increase motivation, and improve achievement include the following: building models and generating word problems, thinking aloud, building mathematical sentences, and making mathematical sentences to answer questions in word problems. (DB)

Data were collected in the problem representations and solution strategies of 30 first graders who were given a series of simple addition and subtraction word problems. The children were interviewed three times during the school year. The influence of problem structure on children's solution strategies appears more extensive and decisive than that…

RIDGES is a mnemonic device designed to give upper elementary and high school students a structure to follow when solving word problems. RIDGES stands for Read the problem; I know statement; Draw a picture; Goal statement; Equation development; and Solve the equation. (VW)

An alternative explanation is presented for the pattern of relative difficulty of arithmetical word problems to that suggested in a 1983 article. It is argued, that for many problems, much of the symbolic manipulation is accomplished externally, not internally. (MNS)

Reviews research which indicates that students performed better on problems when extraneous information was absent than when extraneous information was present. However, recommends that teachers embed word problems with realistic contexts, that is, contexts that contain extraneous bits of information to help students transfer their problem-solving…

Mathematics has its own unique vocabulary as well as words which cut across all academic disciplines. It also has abstract symbols which belong to mathematics solely. Words and symbols need to be read meaningfully by students. Along with reading, mathematics teaching stresses the use of a variety of learning opportunities to guide students to…

This one-year qualitative study analyzed how nine middle school English language learners (ELLs) of Mexican descent constructed meaning on think-aloud protocols of Spanish and English word problems. Strategies used by these students to process information from English to their native language included translating to Spanish, reading the problem at…