Abstract
Learning to solve problems is the principal reason for learning mathematics (Brodin ky 1977). Yet, the results of the National Assessment of Educa tional Progress (NAEP) released from 1972-78 indicate that one of the maj or weaknesse in mathematic achievement is problem solving (Carpenter et al. 1978; N AEP 1979). What are the difficultie with children's problem-solving performance? The NAEP results sugget that lack of computational skills was not considered to be a major factor in the weakness in problem-solving performance. Davidson (1977) believes that children cannot solve problem because they do not comprehend them. Some author have pointed out that difficulties in reading stem from the questions and the comparative language used in verbally stated mathematic problems (Hargis 1975; Knight and Hargis 1977; Zweng 1979).
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