THE DEVELOPMENTAL NATURE OF ABILITY TO SOLVE ONE-STEP WORD-PROBLEMS

Recently many researchers have focused on analyzing the structure of o ne-step word problems and the solution strategies employed by pupils. We have investigated the effect of mental schemes corresponding to add itive and multiplicative situations in the process of interpreting and solving problems. The relative difficulties of problems classified ac cording to their situations is considered through a written test admin istered to pupils in Grades 2, 3, and 4. The results seem to support t he assumption that there is a developmental pattern in pupils' thinkin g depending on the problem situation.