A review of general strategy instructions and pattern-based instructions for solving basic math word problems. Problem solving in mathematics is important as children need to apply and transfer what they have learned about how to solve calculations into everyday situations. Allowing children to infer which algorithm is needed in a given situation is important because how a problem is approached (NCTM, 1989) is an essential skill, in addition to arriving at a correct answer. Furthermore, the NCTM (1980) recognized that teaching problem solving to children develops their skills and knowledge that are used in everyday life, developing an inquiring mind, persistence, and receptivity to problems. One area of ​​problem solving is word problems which Jonassen (2003) summarizes in his research that “story problems are the most common type of problems encountered by students in formal education”. (p. 294). Given that word problems are the most frequently visited type of problem solving, the type of teaching and model of approach and resolution of word problems must be carefully considered and as Haylock (2010) comments teachers must “… focus on understanding by of children of the logical structure of situations..." (p. 95). A review of the literature associated with math-based word problem solving showed a wide range of research examining instructions on how to approach and solve word problems. In particular two different approaches to problem solving; general based instruction (GSI) and pattern based instruction (SBI). GSI uses metacognitive and cognitive processes. Pólya (1957) describes in her book How to Solve it four principles in dealing with a given problem (i. understand the problem, ii. make a plan, iii. carr...... middle of paper ..... . the students had not answered the problem because they had concentrated on the numbers provided and not on what was asked and Dickson, Brown and Gibson (1995) comment that students must be enabled to “… transfer the problems into their symbolic representation …” (p. 361) in order to help them tackle more difficult problems with the appropriate algorithm. The fourth phase requires reflection (Pólya, 1957) control of the calculation (Rich, 1960) and verification (Garofalo and Lester, 1985). the student must reflect on all three previous phases and that their conjectures in the first two phases have been realized in the third phase. Additionally students must demonstrate that the calculations used in phase three can be applied to problems of a potentially similar nature they can use the “Proof by exhaustion [and] deductive reasoning,” (Haylock, 2006, p.. 322.