Abstract
The processes of understanding and solving word problems proceed through the phases of problem translation, problem interpretation, solution planning, solution execution, and solution monitoring. The authors developed a heuristic strategy (SOLVED) to explain these phases in language appropriate to third-, fourth-, and fifth-grade students. Children were trained over several lessons to use it to solve different types of mathematical problems. Results of 2 experiments involving 223 elementary students indicated that SOLVED was more effective in aiding both short-term and delayed problem solving than traditional problem-solving instruction. Accuracy in problem solving was significantly correlated with metacognitive processing. Third-grade students used SOLVED more rapidly and effectively than did older students, and no interaction of learning rate with ability or gender occurred.
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