Abstract: The aim of the research was to analyse the processes of different stages in the understanding and mastery of typical verbal arithmetical problems in primary school children. The indices used were the amounts of correct classifying, solving and composing typical problems. Experiments were carried out individually on 30 children of the grade Ⅴ. The results were as follows: 1. There were positive correlations among the achievements in classifying, solving and composing problems; 2. Six levels of understanding and mastery could be identified which might be used as a scale to test the children's mastery of verbal problems.

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