Abstract
This study investigated children's ability to write number sentences for simple addition and subtraction word problems. First graders taught to represent problems with open number sentences (e.g., 5 + 7 = 8) represented a variety of problems with number sentences that directly modeled the action in the problems. First graders taught to represent all problems with number sentences in standard form (a + b = 7, a b = 7) were limited in the problems they could represent. Second graders could represent problems directly with open number sentences or transform them to number sentences in standard form. The results, consistent with research on solutions using modeling and counting strategies, suggest that open number sentences may provide mathematical symbolism that allows young children to build upon informal strategies for representing and solving simple word problems.
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