### Abstract

Psychologists, teachers and researchers have a common interest in understanding how students solve mathematics problems. We want, and need, to understand how solutions to problems are developed so that interactions with both successful and unsuccessful problem-solvers can become more effective. In order to build a more sophisticated understanding of problem-solving we must consider a number of major factors — the instructional setting, the nature of the problem-solver, the resources available, the structure of the mathematical content and the student's understanding of that, and the processes used in the solution. Also needed is a technique for identifying those processes in samples of students' mathematics performance. What we learn from using the technique influences the design of future instruction.

Original language | English |
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Pages (from-to) | 233-244 |

Number of pages | 12 |

Journal | School Psychology International |

Volume | 8 |

Issue number | 4 |

DOIs | |

Publication status | Published - Oct 1987 |

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## Cite this

*School Psychology International*,

*8*(4), 233-244. https://doi.org/10.1177/014303438700800404