Abstract
Improving childrens’ problem solving skills is an important aim of mathematicseducation. Since textbooks are widely used in classrooms as a source of mathematical learning itis necessary to look for their adequateness in developing such skills. With this purpose in mindfirst, elementary school mathematics textbooks were examined with respect to the differentmeanings of addition and subtraction. Second, 3rd and 4th graders were surveyed to determinetheir successes on these types of addition and subtraction word problems. Last, statisticalprocedures were run to investigate any relationship between the two. Results showed thattextbooks did not adequately represent all types of addition and subtraction problems. Similarly,students were usually less successful on the problem types underrepresented in textbooks.Implications for mathematics education at the elementary level were discussed.
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