Abstract
The purpose of this investigation was to determine the functions of students’ reported inner speech during problem solving. Elementary school students in grades three to six who differed in mathematics achievement were randomly assigned to a low-task difficulty or high-task difficulty problem-solving condition. Immediately after working on assigned problems, and while anticipating more of the same, students were questioned about their inner speech during problem solving. Neither age nor ability differences were reflected in the students’ reports. Rather, reports indicated that students in general maintained an adaptive problem solving stance in both problem solving conditions. Adaptive behavior was characterized by strategic instructional statements focused on the task and positive affect statements focused on the self.
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