Although positive learning effects of comparison on student's mathematics learning (e.g., arithmetic) were reported, few studies have been done specifically on middle graders' algebra word problem solving, especially their transfer performance.

Fotiyeva (mathematics and science, Howard U.) shows students the different techniques that can be used to solve any algebra word problem. She begins with a review of algebra concepts, rules, and methods of solving linear equations and systems of linear equations, then addresses specific types of problems: ratio, proportion, and percentage; number, age, and work; money, mixtures, and discount; geometry, physics, and liquid solution; and average and motion problems.

"Algebra Word Problem Solutions: Thought Processes Underlying a Common Misconception." Journal for Research in Mathematics Education 13 (January 1982): 16-30.

The thesis described STUDENT, a revolutionary program that could solve algebra word problems stated in English as found in high-school algebra textbooks.

The impact of pre-service teachers' content knowledge on their evaluation of students' strategies for solving arithmetic and algebra word problems. Journal for Research in Mathematics Education, 33, 319-351.

Cifarelli's (1988) proposed the levels of reflective abstraction to describe a college students' learning process while they solving algebra word problems. These levels include recognition, representation, structural abstraction, and structural awareness.

In her 1993 study, Hutchinson used cognitive strategy instruction to teach 12 students with mathematics learning disabilities to solve the three types of algebra word problems, meeting with students for individual, 40-minute sessions every other day for four months.