Problem-Solving Processes of Fifth Grade Arithmetic Pupils

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Abstract
Two groups of fifth grade arithmetic problem solvers, some better and some poorer, were identified. Differences in processes used by the groups were revealed by having each child solve several problems individually in the presence of the experimenter. These data were used to develop an instructional program that was studied by several of the poor problem solvers. Despite the extensiveness of the training, significant effects did not occur for the trained children compared to a control group when measures were taken under conditions similar to those of the training. The results of a more general test of arithmetic problems administered under normal classroom conditions make it clear that the group of trained poor problem solvers remained similar to the untrained poor solvers in performance.

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