The developmental nature of ability to solve one-step word problems
Date
1998Source
Journal for Research in Mathematics EducationVolume
29Issue
4Pages
436-442Google Scholar check
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Recently many researchers have focused on analyzing the structure of one-step word problems and
the solution strategies employed by pupils. We have investigated the effect of mental schemes corresponding to additive and multiplicative situations in the process of interpreting and solving problems. The relative difficulties of problems classified according to their situations is considered through
a written test administered to pupils in Grades 2, 3, and 4. The results seem to support the assumption that there is a developmental pattern in pupils' thinking, depending on the problem situation