For an entire school year, 24 seventh-grade classes were taught problem-solving strategies; in 14 of these classes the instruction was supplemented by calculators. Mixed findings resulted for both problem solving and calculator use. (MNS)

Some ideas are presented about the ways in which the three domains of metacognition, affective factors, and beliefs influence the cognitive activities of seventh graders as they solve mathematics problems. The research project, initiated in 1981, is first described. Theoretical considerations are then discussed, with sections on affects, beliefs,…

Working in groups of three, seventh-grade students were video taped solving an applied mathematical problem. Audio tapes were made of each group discussing their session. Analysis focused on the first stage of Noddings (1984) model of problem solving for school mathematics: Creation of a representation. Some factors identified as impeding…

This study assessed the ability of third, fifth, and seventh graders to learn a problem-solving heuristic scheme and apply it to grade-appropriate tasks. A framework was utilized that focused on metacognitive aspects of task performance such as planfulness, strategy selection, monitoring, and evaluation. It was expected that use of the scheme…

This document contains the appendices to a study of problem-solving instruction. In Appendix A are sample instruments for the teacher problem-solving interview and instructional planning interview, the teacher post-study interview, coversheet for narrative notes and narrative notepad page, rating form for the lesson rating instrument, lesson…

Tests the hypothesis that high-SES children process information more efficiently using mechanisms associated with the left hemisphere and that low-SES children process more efficiently using the right. A laterality task was administered tachistoscopically to 120 children, divided evenly by SES (high and low), sex, and grade (fifth and seventh).…

Reports examples of the behaviors, including kinetic and vocal, used to facilitate problem-solving based on observations of four seventh-grade students. Discusses the use of the behaviors in problem-solving teaching. (YP)

This study examined the use of heuristic problem-solving strategies in math by seventh-graders under three different conditions: working individually; working in groups; and working as cooperative teams. No significant differences were found for the three conditions over a 5-week experimental period on a problem solving post-text (the Maryland…

This project was designed to: (1) assess 7th-graders' metacognitive beliefs and processes and investigate how they affect problem-solving behaviors; and (2) explore the extent to which these students can be taught to be more strategic and aware of their own problem-solving behaviors. The primary assessment was conducted by analyzing video tapes of…

This study investigated several aspects of a teaching experiment which focused on five seventh grade students' performance on nonroutine number theory problem-solving with a close look at the role of heuristics, concrete models, and the relationships between these variables. In the experiment, students were given a series of lessons on number…

This collection of papers was solicited from a variety of educators in an effort to provide direction to teachers, curriculum developers and textbook publishers on topics in mathematics education that are consistently mentioned in recent national reports and study groups. The consensus of reports sponsored by various professional associations…

This study examined the behaviors and experiences of students who needed assistance while working in peer-directed small groups on mathematics problems and the processes that helped or hindered their learning. Students in 4 seventh-grade classes worked in heterogeneous small groups throughout a 3-week unit on operations with decimal numbers.…

Examines how teachers' conceptions about teaching mathematics influence the manner in which they plan instruction in mathematical problem solving. Results demonstrate that teachers had a limited knowledge of teaching techniques and that teachers' concerns focused more on collection of materials and resources than on how to teach problem solving.…

This report was part of the total scope of The Microcomputers and Middle School Problem Solving project. It employed representational models during problem solving in order to study: (1) observable patterns in self-directed use of representational models; (2) correlations between use of models and problem-solving ability; and (3) the motives of…

Beginning with the 1985-86 school year, the Texas Educational Assessment of Minimum Skills (TEAMS) tests have been based on the objectives provided in this publication for teachers and test development specialists. For grade 7, mathematics objectives include the ability to: (1) convert decimals or percents to equivalents; (2) add and subtract…