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A Description of Fourth Grade Children’s Problem-Solving in Mathematics

Abstract This preliminary study described fourth grade students verbally solving a mathematics problem using a think-aloud protocol. Comments in the think aloud were categorized according to type (e.g., paraphrases and elaborations) and facilitative nature (i.e., whether the comments facilitated correct solution of the problem). Amount of the students’ comments during the think-loud and a brief conversational sample were analyzed. Three groups of students emerged: (a) those that were correct in solving the problem, (b) those incorrect due to computational efforts, and (c) those incorrect due to process errors. The latter group had the fewest words in the conversational sample and the most in the think aloud. This group also had fewest facilitating comments in the think aloud.