Christopher Danielson finds a text in his college library called How to Solve Word Problems in Algebra: A Solved Problem Approach (Johnson, 1976).

A sample problem:

Mrs. Mahoney went shopping for some canned goods which were on sale. She bought three times as many cans of tomatoes as cans of peaches. The number of cans of tuna was twice the number of cans of peaches. If Mrs. Mahoney purchased a total of 24 cans, how many of each did she buy? (p. 14)

From Johnson’s preface:

There is no area in algebra which causes students as much trouble as word problemsâ€¦Emphasis [in this book] is on the mechanics of word-problem solving because it has been my experience that students having difficulty can learn basic procedures even if they are unable to reason out a problem.

Danielson:

And here is the crux of the matter. I have already argued that the very nature of word problems is such that peopleâ€™s actual experience has no bearing on solving them. But in this preface is the rarely stated truism that we can train students to work these problems even when we cannot teach them to think mathematically. Entire sections of textbooks are devoted to the translation of word problems into algebraic symbols and Ms. Johnson has written the book on it.

**2011 Mar 07**: Christopher Danielson responds to some of our commentary at his blog.