Exploring the Episodic Structure of Algebra Story Problem Solving

This report covers continuing work in two areas: (1) an analysis of the domain of algebra story problems, including attempts to uncover quantitative and situational materials which are crucial for competent problem solving and, (2) an exploratory study of problem solving is developed in which solution-enabling representations of quantitative problems are assembled, often with some difficulty, by using situational information to justify quantitative relationships. This model of problem solving receives anecdotal support in varied solution strategies observed among mathematically sophisticated subjects. The work is part of an ongoing study of interactions between problem solving, learning, and teaching in task environments where the reasoner's background knowledge will have a significant influence on performance. The eventual goal is to develop computational models of problem solving and learning which can be incorporated within a teaching environment.