Discusses a novel approach to word problems that involves linear relationships between variables. Argues that working stepwise through intermediates is the way our minds actually work and therefore this should be used in solving word problems. (JRH)

Detailed the profiles and performance of three 11-year-olds as the basis for discussing the practical implications of inserting contexts of well-developed and less-developed individual interest into expository text and mathematical word problems. Discusses the importance of teacher support as students work with contexts of well-developed…

A satire of traditional algebraic word problems. (MKR)

Single time latent class models are extended to situations in which measurements are repeated across time. The static approach is extended using multiple indicator Markov chain models. Problems associated with these models are discussed, and their applicability is demonstrated with data from a longitudinal study on solving arithmetic word…

This article examines the classroom value of assigning good mathematical problems and especially of encouraging many different approaches to their solutions. (Contains 6 figures.)

This paper examines the difference between mass and weight, which is discussed very early in most physics courses. Those who indulge in mathematical problems involving weights should know the difference. Mass is often defined as the amount of matter in an object. This usually means the sum of the masses of all the atoms that constitute that…

The first objective of this study was establishing to what extent the development of metacognitive skills is associated with intellectual growth. As a second objective, the generality vs. domain specificity of metacognitive skills was investigated across age groups. A standardized intelligence test was administered to a group of first-year and…

Children need to combine reading, thinking, and computational skills to solve math word problems. The author provides some strategies that principals can share with their teachers to help students become proficient and advanced problem-solvers. They include creating a conducive classroom environment, providing daily mental math activities, making…

In this article, Maria Martiniello reports the findings of a study of the linguistic complexity of math word problems that were found to exhibit differential item functioning for English-language learners (ELLs) and non-ELLs taking the Massachusetts Comprehensive Assessment System (MCAS) fourth-grade math test. It builds on prior research showing…

Algebra is, among other things, a shorthand way to express quantitative reasoning. This article illustrates ways for the classroom teacher to convert algebraic solutions to verbal problems into conversational solutions that can be understood by students in the lower grades. Three reasonably typical verbal problems that either appeared as or…

This study focused on how to help students translate word problems so that they understand how to solve them, and so they are successful with word problems. I have created three research questions to focus on during this research project. First, how will direct instruction of word meaning help clarify the operation needed, affect the achievement…

Writing is the ability to compose text effectively for different purposes and audiences. When many of us reflect on our own school experiences, we recall writing in English and history classes, but not in mathematics. Math classes previously relied on skill-building and conceptual understanding activities. Today, teachers are realizing that…

Finding real-world examples for middle school algebra classes can be difficult but not impossible. As we strive to accomplish teaching our students how to solve and graph equations, we neglect to teach the big ideas of algebra. One of those big ideas is functions. This article gives three examples of functions that are found in Arches National…

This article describes a teacher and class as they discover that their reading comprehension strategies cross over into mathematical problem solving. The students practice using visualization techniques to improve their understanding of word problems. (Contains 5 figures.)

This article examines nonmathematical linguistic complexity as a source of differential item functioning (DIF) in math word problems for English language learners (ELLs). Specifically, this study investigates the relationship between item measures of linguistic complexity, nonlinguistic forms of representation and DIF measures based on item…