A reaction to “The Role of Structure in Verbal Problem Solving”

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Abstract
In the October 1967 issue of The Arithmetic Teacher, John W. Wilson reported a study, “The Role of Structure in Verbal Problem Solving,” comparing essentially two programs for teaching problem solving.1 He dcscribed these programs as: (1) instruction in recognizing action-sequence structures and (2) instruction in recognizing wanted-given structures. In his conclusion Wilson states that children in Program 2 (wanted-given) were significantly more successful in choosing the correct operation to solve verbal problems than those in Program I, and that for some problem types, instruction in recognizing action-sequence structures actually inhibited the choice of correct operations. Wilson's conclusions are perhaps misleading or unwarranted.

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