ABSTRACT
Several researchers have found that errors in the comprehension phase account for problem-solving difficulties. During the comprehension phase, "problem solvers process the text of the story problem and create corresponding internal representations of the quantitative and situation based relationships expressed in the text". There are many different aspects of answering word problems that should be considered when writing and giving word problem assessments. Teachers must analyze and interpret the specific errors that students are making and then design interventions that address those errors. Word problems are notoriously difficult, but through a scaffolded program of intentional assessment, analysis, interpretation and reflection we can get all students to do well. Self-reflection allows students to think about where they are, where they want to be and how they are going to get there. Self-reflection should be scaffolded so that students can look at actual evidence about where they currently are and allow them to set goals of where they need to be.
