Grant to swat math problem-solving bugs. (Curriculum update: the latest developments in math, science, language arts and social studies).

Math education researchers have studied how kids solve computational problems, from the mental models they use to visualize multiplication or how they see these problems as repeated addition, to the predictable errors they make in using strategies to solve problems. But translating research about how children learn math into something teachers can use to help students achieve has been a challenge.

A two-year, $460,000 National Science Foundation grant is funding research to delve further into the strategies children use in arithmetic and help teachers correct unsuccessful strategies, known as "bugs." Children often use rules they've learned for certain math problems and apply them to other problems. For example, a student may compute: 1/4 + 1/4 = 2/8 because of previous lessons on adding whole numbers.

"This is one of the first times that we're trying to use this research in a way that's designed to help teachers assess [these bugs] for the purpose of instruction," says Herbert Ginsburg of Columbia's Teachers College. He's a specialist in interpreting children's understanding of math and one of three collaborators on the study.

When the research and evaluation stage of the study is complete, New York City-based Wireless Generation, another co-collaborator, will create a new math tool for observational assessments on handheld computers; the tool will be available using the company's mClass platform. Ginsburg, who is the Jacob H. Schiff professor of psychology and education, says the tool will help teachers understand not only the problems but also some of the unexpected strengths students have, such as a good grasp of mental procedures.

"The work is important because it helps teachers to understand kids' thinking. And [this] is one of the keys to successful education," he says.

Districts interested in piloting the assessment tool can contact Ginsburg at [e-mail].