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Download full textSuzan Khatib; Liliana Ciascai; Ioana Magdas – Acta Didactica Napocensia, 2025
This research, conducted between 2020 and 2024 in Romania, investigates the challenges and strategies related to teaching and solving mathematical word problems, based on insights from 163 teachers of grades 0 to 8. The study found that students often experience anxiety when solving word problems, especially during exams, due to difficulties with…
Descriptors: Mathematics Instruction, Word Problems (Mathematics), Foreign Countries, Problem Solving
Artut, Perihan Dinc – Educational Research and Reviews, 2015
This study aims to investigate the mathematical word problem-solving skills of preschool children 5-6 ages. To achieve this objective, the data were collected in four preschools (n = 162). A mathematical word problem test was used as data collection tools. In this study, it was found that the children's skills at solving mathematical word problems…
Descriptors: Preschool Children, Mathematics Skills, Problem Solving, Word Problems (Mathematics)
Direct linkKyttälä, Minna; Aunio, Pirjo; Lepola, Janne; Hautamäki, Jarkko – Educational Psychology, 2014
The aim of this study was to analyse the role of verbal and visuo-spatial working memory (WM) and language skills (vocabulary, listening comprehension) in predicting preschool and kindergarten-aged children's ability to solve mathematical word problems presented orally. The participants were 116 Finnish-speaking children aged 4-7?years. The…
Descriptors: Role, Short Term Memory, Foreign Countries, Visual Perception
Karp, Karen; Caldwell, Janet; Zbiek, Rose Mary; Bay-Williams, Jennifer – National Council of Teachers of Mathematics, 2011
What is the relationship between addition and subtraction? How do individuals know whether an algorithm will always work? Can they explain why order matters in subtraction but not in addition, or why it is false to assert that the sum of any two whole numbers is greater than either number? It is organized around two big ideas and supported by…
Descriptors: Subtraction, Mathematics Instruction, Addition, Mathematical Concepts
Patel, Pooja; Canobi, Katherine Helen – Educational Psychology, 2010
Preschoolers' conceptual understanding and procedural skills were examined so as to explore the role of number-words and concept-procedure interactions in their additional knowledge. Eighteen three- to four-year-olds and 24 four- to five-year-olds judged commutativity and associativity principles and solved two-term problems involving number words…
Descriptors: Numbers, Word Problems (Mathematics), Problem Solving, Number Concepts
Jung, Myoungwhon; Kloosterman, Peter; McMullen, Mary – Young Children, 2007
This article looks at how children in preschool through second grade intuitively solve mathematical problems rather than using textbook strategies with a single path to a solution. The authors discuss Cognitively Guided Instruction (CGI), a curriculum approach that helps teachers understand and encourage children's use of intuitive strategies.…
Descriptors: Elementary School Students, Learning Strategies, Mathematical Logic, Classroom Techniques
