The purposes of this study were (a) to identify differences in approaches used by students to solve mathematical word problems, (b) to determine the influence of visual and nonvisual methods on task success, and (c) to investigate whether methods employed to solve mathematical problems change as task complexity is reduced. One hundred and twelve Grade 6 students (11–13-year-olds) were required to solve 20 mathematical problems and to identify the method or approach undertaken to complete the task. Results indicated that students typically used visual methods to solve difficult or novel problems, whereas nonvisual strategies were used in less difficult situations.
|Number of pages||8|
|Journal||The Journal of Educational Research|
|Publication status||Published - 2001|