What Teachers Say About Student Difficulties Solving Mathematical Word Problems in Grades 2-5

Abstract

This study investigated teachers' perspectives of difficulties students have solving mathematical word problems and causes of those difficulties. Classroom practices and strategies teachers used in their attempts to foster student problem solving success were also studied. Participants were 70 second-fifth grade teachers from 42 different schools in a south central region of the United States. Data included analyses of interview transcriptions of teachers' responses. Findings from teachers' responses showed students' abilities to read and understand the problem was the most frequently cited difficulty; standardized testing and text difficulties were the most cited causes of those difficulties. Examination of teachers' responses to practices and strategies used in the classroom revealed the most cited practice was working the problem independently and the most cited strategy taught to students was to identify key words. This study revealed the significant role reading plays in teachers' perspectives of students' difficulties solving mathematical word problems and provided insight into practices and strategies teachers reported using to teach word problems. With attention to teacher-reported causes of difficulties and importance of this ability for students, this study also showed the impact state mandated testing has on instruction of mathematical word problems.

Secondary school students’ attitude towards mathematics word problems

“…However, the learning of mathematics word problems and related algebraic concepts is greatly affected by students' cognitive and affective factors (Awofala, 2014;Jupri & Drijvers, 2016;Pongsakdi et al, 2019). Mathematics word problems are an area where the majority of students experience learning obstacles in secondary schools and beyond (Abdullah et al, 2014;Awofala, 2014;Dooren et al, 2018;Goulet-Lyle et al, 2020;Julius et al, 2018;Pearce et al, 2011;Sa'ad et al, 2014;Verschaffel et al, 2010Verschaffel et al, , 2020aVerschaffel et al, , 2020b. By contrast, comprehension of mathematics word problems explains relational difficulties.…”

The Effect of Interactive Multimedia-Based Learning on Students’ Mathematical Critical Thinking Ability in the Course of Structure Algebra

“…The results of previous study (Miatun & Khusna, 2020a;Pearce, Bruun, Skinner, & Lopez-Mohler, 2013;Salemeh & Etchells, 2016) showed that students' mathematics critical thinking skill was low. Meanwhile, Ariawan and Zetriuslita (2021) reported that the critical thinking skill of the students with cognitive styles independent field was categorized as very critical, while the critical thinking skill of students with cognitive style dependent field was categorized as sufficient.…”

Relationship between active learning heuristic problem-solving approach and students’ attitude towards mathematics

“…However, the learning of mathematics word problems and related algebraic concepts is greatly affected by students' cognitive and affective factors (Awofala, 2014;Jupri & Drijvers, 2016;Pongsakdi et al, 2020). Research has also shown that mathematics word problems is an area where the majority of students experience learning gaps (Abdullah et al, 2014;Awofala, 2014;Dooren et al, 2018;Goulet-Lyle et al, 2020;Julius et al, 2018a;Pearce et al, 2011;Sa'ad et al, 2014;Verschaffel et al, 2010Verschaffel et al, , 2020aVerschaffel et al, , 2020b. This has generally undermined students' competence, confidence and achievement in mathematics word problems.…”