Abstract
In viewing videotapes of four seventh graders working on verbal mathematics problems and subsequently being interviewed about their performance, we have noticed a variety of conspicuous and interesting behaviors being used to facilitate certain aspects of problem solving. We believe that these behaviors had not been explicitly taught to any of these students, yet they knew when to invoke them to aid their problemsolving efforts. Moreover, for the most part these students were aware of the behaviors and were able to talk about their usefulness.
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