Sentence examples for basic arithmetic problem from inspiring English sources

The arithmetic word problem must be encoded and then translated into a more abstract representation, a basic arithmetic problem, which then has to be solved.

It quickly became clear that having basic arithmetic problems floating from the top of a screen in pretty colors was not going to make kids learn math any faster.

Users must solve basic arithmetic problems before raindrops falling from the sky touch the ground; remember the names and food preferences of animated characters ordering meals at a restaurant; and recall the locations and patterns of highlighted tiles within a matrix of squares, among other tasks.

The children solved basic arithmetic problems under two conditions: a free-choice condition in which they were allowed to solve the problems any way they preferred and a game condition in which the children's strategy use was constrained so that all children used the same strategies on the same arithmetic problems.

The solving of arithmetic word problems requires more steps than the solving of basic arithmetic problems.

We think that the basic arithmetic problems (subtraction and multiplication problems) we used in the previous study were not ideal to study the visual cognitive style perhaps because the format of the basic arithmetic problems did not support visualization (i.e. only the numbers and intermediate results could be visualized and no scenes, colors etc).

For the present study, arithmetic word problems were used as stimuli instead of basic arithmetic problems because we expected that arithmetic word problems would offer more flexibility for visualization and verbalization.

Referring to the triple-code model [ 17- 21], encoding and translating might depend on language processes while the influence of language processes on the solving of the basic arithmetic problems might depend on characteristics of the problem.

But advanced trigonometry has given way to the basic arithmetic of unpaid bills, a problem set rendered ever more challenging by unplanned motherhood.

Following the explanation of the basic arithmetic skills involved in percentage problems, the unit proceeds to apply the skills to consumer-related problems.

As children learn basic arithmetic, they gradually switch from solving problems by counting on their fingers to pulling facts from memory.