ABSTRACT
This chapter explores the discussion of the classifications of one-step arithmetic word problems based on the type of the problem situation. Arithmetic word problems constitute an important part of the mathematics programme at elementary school. The chapter highlights the problematic relationship between arithmetic word problems and the real-world situations they intend to model. It analyzes the complex interaction between different kinds of knowledge and skill involved in understanding and the solving arithmetic word. Children's competence in solving one-step arithmetic word problems has been a remarkably active and productive area of research during the last 10-15 years. In 1978 Greeno and his associates introduced a classification schema for addition and subtraction problems distinguishing between three basic categories of problem situation: Change, Combine, and Compare problems. As stressed by Fuson, subjects using informal strategies that closely match the problem situation typically do not go through clearly separated problem-solving phases.
