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Croft, Sue. "Solving mathematical word problems." 5 to 7 Educator 2010, no. 66 (2010): xii—xiii. http://dx.doi.org/10.12968/ftse.2010.9.6.79488.
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Caligari, Laura, Eva Norén, and Paola Valero. "Collaging illustrated mathematical word problems." Prometeica - Revista de Filosofía y Ciencias 31 (November 29, 2024): 336–46. https://doi.org/10.34024/prometeica.2024.31.16413.
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In a mathematical educational context, mathematical word problems are an established practice with the aim to connect to students’ everyday life. Drawing on Neo-material perspectives and art based research methods we explore collage as a way to critically engage with illustrated mathematical word problems. We challenge the view of mathematical knowledge production as an objective, value-neutral and disembodied process by performing agential cuts with(in) illustrated mathematical word problems from two Swedish mathematical textbooks. The perspectives and methods mobilize sensibilities that advance new points of views. Hence, contributing to broaden the range of qualitative research methods and paradigms studying mathematical word problems.
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Hasemann, Klaus. "Word problems and mathematical understanding." Zentralblatt für Didaktik der Mathematik 37, no. 3 (2005): 208–11. http://dx.doi.org/10.1007/s11858-005-0010-8.
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Reyes, Joseph, and Zenaida Reyes. "Metacognitive Learning in Solving Mathematical Word Problems." Psychology and Education: A Multidisciplinary Journal 22, no. 2 (2024): 217–53. https://doi.org/10.5281/zenodo.12751160.
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The metacognition in mathematics learning on solving word problems, explicitly described the solving strategies using metacognition anchored from the two metacognitive components. The students’ knowledge of cognition in mathematics learning in terms of declarative knowledge utilized specific metacognitive strategies such as activating concepts on the problem and identifying and determining concepts and information techniques which include specific implication of strategies that elaborate concepts such as reading and recalling, translating, identifying mathematical concepts, determining the needed information, and understanding the leading question. Students’ procedural knowledge in mathematics learning utilized specific metacognitive strategies such as substituting, representing, and organizing process, which include specific implication of strategies that elaborate concepts to the substitution process, use of representation while solving, and organizing solution coherently and logically. Substituting, representing, and organizing process is the execution of plan, strategy, model, idea, decision, or method and the realization of an application of the subject. Students’ conditional knowledge in mathematics learning utilized specific metacognitive strategies such as questioning the problem and their own practices, which include specific implication of strategies that elaborate concepts to question the problem, consistent practice to develop familiarity, solution appropriateness, exploring possible solutions, and thinking of ways to approach the problem. Students’ regulation of cognition in mathematics learning in terms of planning utilized specific metacognitive strategies such as breaking down, illustrating, and labelling and thinking about the information, formula, and steps which include specific implication of strategies that elaborate concepts to write down the information in the problem, determine the required formula, think about the steps before solving, breakdown the problem, draw illustration, and put labelling. Students’ monitoring regulation in mathematics learning utilized specific metacognitive strategies such as making sense of their own work and verifying solutions, which include specific implication of strategies that elaborate concepts to second thoughts during and after solving, recognizing errors in the solution, familiarity towards the problem, checking of works step by step, reflecting from time to time, and use of scratch to draft solutions. Students’ evaluating regulation in mathematics learning utilized specific metacognitive strategies such as reviewing and revising which include specific implication of strategies that elaborate concepts to review calculations and procedures, use strategies to check answers, draw conclusions, think of alternative ways after completing a task, and revising solutions if not correct.
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Phaladi, Mabuse, Mmushetji Petrus Rankhumise, and Willy Mwakapenda. "The Role of Language in Solving Mathematical Word Problems among Grade 9 Learners." Dirasat: Human and Social Sciences 51, no. 3 (2024): 310–22. http://dx.doi.org/10.35516/hum.v51i3.650.
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Objectives: The study aimed to explore mathematical word problem solving abilities among Grade 9 learners in Tshwane North District Schools. It highlighted how language plays a pivotal role in learning mathematics and understanding mathematical word problems. Moreover, it showed how language inadequecy and incorrect translation affect Grade 9 learners’ solutions to mathmatical word problems in schools around Tshwane North District. Methods: The study used both qualitative and quantitative methods. It also made use of contextual, exploratory, and descriptive statistical data. The study involved 26 nineth-grade learners in Tshwane North District secondary schools in Gauteng Province. Data collection was based on learners’ written work (a questionnaire) and analysing the results of the administered test. Data was analysed to detect the language difficulties that learners’ face when translating and solving mathematical word problems. The analysis process involved developing initial insights, coding, interpreting, and drawing conclusions to determine whether there is a connection between language proficiency and solving mathematical word problems. Results: The study showed that learners face difficulties in mathematical processes such as inadequate language comprehension when translating words into mathmatical symbols. It also revealed that there is a strong connection between vocabulary knowledge and word problem solving, resulting in learning challenges related to understanding the meaning associated with mathmatical word problems. Conclusions: Evidence from the word problem test for Grade 9 learners revealed that mathematical vocabulary and syntactic features are the main factors causing difficulties in understanding and solving mathmatical word problems.
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Gallagher, Melissa A., Laura Ellis, and Travis Weiland. "Making Word Problems Meaningful." Mathematics Teacher: Learning and Teaching PK-12 114, no. 8 (2021): 580–90. http://dx.doi.org/10.5951/mtlt.2020.0247.
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Czocher, Jennifer A., Diana L. Moss, and Luz A. Maldonado. "Revitalizing and Repurposing Conventional Word Problems." Mathematics Teacher: Learning and Teaching PK-12 113, no. 5 (2020): 404–10. http://dx.doi.org/10.5951/mtlt.2019.0031.
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Conventional word problems can't help students build mathematical modeling skills. on their own. But they can be leveraged! We examined how middle and high school students made sense of word problems and offer strategies to question and extend word problems to promote mathematical reasoning.
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KHATIB, Suzan, Liliana CIASCAI, and Ioana MAGDAŞ. "Future teachers’ opinions regarding the mathematical word problems." Acta Didactica Napocensia 17, no. 2 (2024): 125–36. https://doi.org/10.24193/adn.17.2.10.
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This study examines the attitudes and opinions of 161 students, future primary school teachers, in Romania towards mathematical word problems during the 2023-2024 academic year. The investigation aimed at identifying their views on the importance, utility, and challenges of word problems. The results indicate that most students recognize the educational benefits of word problems, particularly in enhancing logical thinking and applying math to real-life scenarios. Feelings towards word problems vary: many students find them interesting and feel more confident after solving difficult problems, while most are neutral, and some need extra training to boost confidence and reduce anxiety. The study shows that many future teachers handle word problems well, but some experience difficulties. While most students have skills for solving word problems, there is notable variation in proficiency and practices. Some students lack adequate training and struggle with self-organization and attention to detail. Students support the increased educational efforts made in university courses to teach them to apply various strategies for solving word problems and recognize their importance. Overall, students are confident in their ability to solve and teach mathematical word problems, which suggests a strong commitment to improving their future teaching skills.
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Bednorz, David, and Michael Kleine. "Unsupervised machine learning to classify language dimensions to constitute the linguistic complexity of mathematical word problems." International Electronic Journal of Mathematics Education 18, no. 1 (2023): em0719. http://dx.doi.org/10.29333/iejme/12588.
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The study examines language dimensions of mathematical word problems and the classification of mathematical word problems according to these dimensions with unsupervised machine learning (ML) techniques. Previous research suggests that the language dimensions are important for mathematical word problems because it has an influence on the linguistic complexity of word problems. Depending on the linguistic complexity students can have language obstacles to solve mathematical word problems. A lot of research in mathematics education research focus on the analysis on the linguistic complexity based on theoretical build language dimensions. To date, however it has been unclear what empirical relationship between the linguistic features exist for mathematical word problems. To address this issue, we used unsupervised ML techniques to reveal latent linguistic structures of 17 linguistic features for 342 mathematical word problems and classify them. The models showed that three- and five-dimensional linguistic structures have the highest explanatory power. Additionally, the authors consider a four-dimensional solution. Mathematical word problem from the three-dimensional solution can be classify in two groups, three- and five-dimensional solutions in three groups. The findings revealed latent linguistic structures and groups that could have an implication of the linguistic complexity of mathematical word problems and differ from language dimensions, which are considered theoretically. Therefore, the results indicate for new design principles for interventions and materials for language education in mathematics learning and teaching.
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Abdullah, Abdul Halim, Nurain Nadhirah Mohamad, Sitti Fithriani Saleh, and Mutmainnah. "Unlocking mathematics' power: interpreting content and context within word problems." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2288–95. https://doi.org/10.11591/ijere.v13i4.28658.
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Mathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problem-solving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities.
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Lerma B. Noriega., Abegail G. Mendoza., and Crisanto Cadag. "Enhancing the Word Problem-Solving Skills Through Strengthening Reading Comprehension Skills of Grade 11 Learners: An Action Research Study." International Journal of Latest Technology in Engineering Management & Applied Science 13, no. 7 (2024): 208–11. http://dx.doi.org/10.51583/ijltemas.2024.130725.
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Context and Rationale: Word problem-solving in mathematics is a crucial skill for Grade 11 students, as it integrates mathematical concepts with reading comprehension. Many students struggle with word problems, not due to a lack of mathematical ability, but because of difficulties in understanding the problem's text. Research indicates that reading comprehension directly influences the ability to solve word problems effectively (Smith & Jones, 2023). This action research aimed to explore the impact of targeted reading comprehension interventions on improving the word problem-solving skills of Grade 11 students.
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Auzar, M. S. "The Relationships of Reading Comprehension Ability with the Ability to Understand The Questions of Mathematical Word Problems." Mediterranean Journal of Social Sciences 8, no. 4-1 (2017): 145–51. http://dx.doi.org/10.2478/mjss-2018-0084.
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Abstract This research described the relationships of reading comprehension ability with the ability to understand the questions of mathematical word problems. Some 40 students of Elementary School 155 Tampan Pekanbaru were taken as the sample of the research. The data were gathered using a reading comprehension test and a test of understanding questions of mathematical word problems. The results showed that the average score of reading comprehension is 5.83 and the average score of understanding the questions of mathematical word problems is 4.13. The relationships between the two variables were r = 0.31. This score indicates that there are no strong or significant are relationships between reading comprehension with the ability to understand questions of mathematical word problems. So, the hypothesis stating that when a reading ability is high, the ability to understand questions of mathematical word problems will also be high is rejected.
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Azlan, Noor Akmar, and Mohd Faizal Nizam Lee Abdullah. "Komunikasi matematik : Penyelesaian masalah dalam pengajaran dan pembelajaran matematik." Jurnal Pendidikan Sains Dan Matematik Malaysia 7, no. 1 (2017): 16–31. http://dx.doi.org/10.37134/jsspj.vol7.no1.2.2017.
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Based on the study of mathematic problems created by Clements in 1970 and 1983 in Penang, it was found that students in Malaysia do not have a problem of serious thought. However, the real problem is related to read, understand and make the right transformation when solving mathematical problems, especially those involving mathematical word problem solving. Communication is one of the important elements in the process of solving problems that occur in the teaching and learning of mathematics. Students have the opportunities to engage in mathematic communication such as reading, writing and listening and at least have two advantages of two different aspects of communication which are to study mathematics and learn to communicate mathematically. Most researchers in the field of mathematics education agreed, mathematics should at least be studied through the mail conversation. The main objective of this study is the is to examine whether differences level of questions based on Bloom’s Taxonomy affect the level of communication activity between students and teachers in the classroom. In this study, researchers wanted to see the level of questions which occur with active communication and if not occur what is the proper strategy should taken by teachers to promote the effective communication, engaging study a group of level 4 with learning disabilities at a secondary school in Seremban that perform mathematical tasks that are available. The study using a qualitative approach, in particular sign an observation using video as the primary method. Field notes will also be recorded and the results of student work will be taken into account to complete the data recorded video. Video data are primary data for this study. Analysis model by Powell et al., (2013) will was used to analyze recorded video. Milestones and critical during this study will be fully taken into account.
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Laciste, Jr, Gilbert L., and Roger De Guzman Capua. "Senior High School Students’ Ability in Mathematical Word Problems." EDUCATUM Journal Of Science, Mathematics And Technology 8, no. 1 (2021): 70–83. http://dx.doi.org/10.37134/ejsmt.vol8.1.8.2021.
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Nowadays, students have trouble solving word puzzles, even though they are trained to conduct another mathematical activity. The primary purpose of this study was to enhance the students’ ability to solve word problems. A questionnaire was used as a data-gathering tool, and the descriptive survey-correlational design was used. The data were treated using frequencies, ratios, weighted mean, and correlation analysis. The research sample consisted of 286 high school students from the University of La Salette, Incorporated in Santiago City. The majority of students are female, and took ABM as their strand. The findings of the study showed that choosing/writing an appropriate equation and performing it in a given problem affects most students’ ability to solve word problems. Moreover, the results showed that students were not sure of what they will feel when they encounter a complicated word problem. Furthermore, the study implies that their teachers did not allow them to use different strategies in solving word problems. Correlation analysis revealed that the different factors such as understanding word problems; attitudes of the students towards solving word problems; prior knowledge about the basic concept of math; and Teacher’s instructional techniques are highly and positively correlated to one another. The results imply that the teachers should be encouraged and be familiarized in using digital teaching methods and other significant emerging mathematics teaching and learning developments.
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Sarjana, Ketut, Laila Hayati, and Wahidaturrahmi Wahidaturrahmi. "Mathematical modelling and verbal abilities: How they determine students’ ability to solve mathematical word problems?" Beta: Jurnal Tadris Matematika 13, no. 2 (2020): 117–29. http://dx.doi.org/10.20414/betajtm.v13i2.390.
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 [English]: This study aims to determine the level of lower secondary school students’ ability in solving mathematical word problems and how much both mathematical modelling ability and verbal ability influence the ability to solve word problems in the implementation of Kurikulum 2013 (Curriculum 2013). This study involved 411 students as samples determined by stratified proportional random sampling technique. The test used was declared valid through construct validity and reliability with Cronbach's alpha. Data were analyzed descriptively and inferentially. Descriptively, the students' ability in solving mathematical word problems was classified as medium. Meanwhile, inferentially, results were obtained indicating that: (1) students' verbal ability is significantly influential on the ability to solve word problems by 47.6%; (2) the students’ ability in mathematical modelling is significantly influential on the ability to solve word problems by 84.6%; and (3) students' verbal and mathematical modelling abilities are significantly influential on the ability to solve word problems by 87.8%. This indicates that the increase in students' ability to solve mathematical word problems will be more optimal if the verbal ability and the mathematical modelling ability are considered simultaneously, rather than focusing on one ability only.
 Keywords: Verbal ability, Mathematical modelling, word problems, Curriculum 2013
 [Bahasa]: Penelitian ini bertujuan menentukan tingkat kemampuan siswa SMP menyelesaikan soal cerita matematika dan seberapa besar pengaruh kemampuan membuat model matematika dan verbal terhadap kemampuan menyelesaikan soal cerita pada pelaksaaan kurikulum 2013. Penelitian ini melibatkan 411 siswa sebagai sampel yang ditentukan melalui teknik stratified porposional random sampling. Tes yang digunakan dinyatakan valid melalui uji validitas konstruk dan reliabel dengan Alpha Cronbach. Data dianalisis secara deskriptif dan inferensial. Secara deskriptif, kemampuan siswa dalam menyelesaikan soal cerita matematika masih tergolong sedang. Sedangkan secara inferensial diperoleh hasil bahwa (1) kemampuan verbal siswa berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan verbal 47,6%; 2) kemampuan siswa dalam membuat model matematika berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan membuat model matematika 84,6%; 3) kemampuan verbal dan membuat model matematika siswa berpengaruh secara signifikan terhadap kemampuan menyelesaikan soal cerita, dengan kemampuan verbal dan membuat model matematika sebesar 87,8%. Hal ini mengindikasikan bahwa peningkatan kemampuan siswa dalam menyelesaikan soal cerita matematika akan lebih optimal jika kemampuan verbal dan kemampuan membuat model matematika diperhatikan secara bersamaan dibandingkan hanya fokus pada salah satu kemampuan saja.
 Kata kunci : Kemampuan verbal, Model matematika, Soal cerita, Kurikulum 2013
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Nur, Andi Saparuddin, Kartono Kartono, Zaenuri Zaenuri, and Rochmad Rochmad. "Solving mathematical word problems using dynamic assessment for scaffolding construction." International Journal of Evaluation and Research in Education (IJERE) 11, no. 2 (2022): 649. http://dx.doi.org/10.11591/ijere.v11i2.22535.
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<span>Students need the ability to solve word problems can connect mathematics with the context of everyday life. However, students experience many difficulties and need assistance in the form of scaffolding can to solve word problems well. Dynamic assessment is an alternative approach to constructing the form of scaffolding that student need to solve mathematical word problems. This study aimed to analyze the students' difficulties in solving word problems and the required form of scaffolding through dynamic assessment. The subjects of this study consisted of 177 students spread across 10 public junior high schools in Jeneponto Regency, South Sulawesi Province, Indonesia. There was a four-word problem tested and analyzed using dynamic assessment. Student solutions were grouped based on the type and form of scaffolding needed: level 5 (no solution), level 4 (without analysis/unrepresentative), level 3 (computational error), level 2 (incomplete procedure), level 1 (lack of thoroughness in the final stage). The form of scaffolding is constructed to help students solve mathematical word problems step by step at each level. The use of scaffolding accompanied by instructions helps students develop word problem-solving skills. Dynamic assessment can be considered to be integrated with the mathematics learning process that supports scaffolding construction to solve students' word problems.</span>
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Perihan, Dinc ARTUT. "Preschool childrens skills in solving mathematical word problems." Educational Research and Reviews 10, no. 18 (2015): 2539–49. http://dx.doi.org/10.5897/err2015.2431.
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Verschaffel, Lieven, Wim Van Dooren, Brian Greer, and Swapna Mukhopadhyay. "Reconceptualising Word Problems as Exercises in Mathematical Modelling." Journal für Mathematik-Didaktik 31, no. 1 (2010): 9–29. http://dx.doi.org/10.1007/s13138-010-0007-x.
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Yuet Ling, Linda Kwan. "EVALUATING THE INTEGRATION OF WORD PROBLEMS, WORLD EXPERIENCE, AND MATHEMATICAL KNOWLEDGE IN YOUNG CHILDREN." PUPIL: International Journal of Teaching, Education and Learning 7, no. 1 (2023): 57–78. http://dx.doi.org/10.20319/pijtel.2023.71.5778.
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This study arose from research conducted in a school where students aged seven to nine struggled to solve mathematical problems. The study's goal was to find out how children make sense of their problems. Students were given a few simple arithmetic problems and then individually interviewed to determine and comprehend the difficulties that the students were experiencing. The problems' stories involved a quantity being increased by or combined with another quantity to form a total. The quantities were small natural numbers that did not exceed 20. The findings revealed a number of problems with mathematics learning. The results were derived from how students understood the word problems, the relationship between the word problems and real-life experience, the relationship between real-life experience and mathematical knowledge, and the integration of word problems, world experience, and mathematical knowledge. How students work and verify their answers in order to better understand their thinking was observed. The usefulness of word problems in school can be realized only if students' understanding of a particular situation can be elicited, enriched, or embellished with their experience before that experience can be re-examined in light of the theory that is applied to the real-life situation.
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I, Wayan Widiana, Gusti Ngurah Japa I, Made Suarjana I, and Diputra KomangSujendra. "The Students' Ability to Solve Realistic Mathematical Problems through Polya Type Problem Solving Learning Model." Journal of Education and Learning (EduLearn) 12, no. 3 (2018): 399–405. https://doi.org/10.11591/edulearn.v12i3.4526.
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This study was done to analyze the effect of Polyatype problem solving learning oriented toward realistic mathematics on the ability to solve mathematical word problems. This study belongs to an experimental research with the Posttest Only Control Group Design. The population used in this study was the students of grade 4 at Gugus VIII SukawatiGianyarelementary schools with the total number of 138. The sample was selected through random sampling. The result of selection by lottery assigned Grade 4 students of SDN 4 SingapaduKaler to the control class and Grade 4 students of SDN 1 SingapaduKaler to the experiment class. The data were collected through an essay test that had been validated. The data that had been collected were analyzed through a difference test (t-test). Based on the result of data analysis it can be concluded that the use of Polya type problem solving teaching model oriented toward realistic mathematics gave a positive effect to the ability to solve word problems among the Grade 4 students in Gugus VIII Sukawati Gianyar.
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Heller, Patricia M., Thomas R. Post, Merlyn Behr, and Richard Lesh. "Qualitative and Numerical Reasoning about Fractions and Rates by Seventh- and Eighth-Grade Students." Journal for Research in Mathematics Education 21, no. 5 (1990): 388–402. http://dx.doi.org/10.5951/jresematheduc.21.5.0388.
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This study examined the relationship between junior high school students' directional reasoning about rates and numerical reasoning on proportion-related word problems. Also explored was the extent to which the ability to solve context-free fraction exercises is related to the ability to solve mathematically similar word problems. Four hundred twenty-one seventh-grade and 492 eighth-grade students were given a test consisting of eight directional and eight proportion-related word problems and a fraction test that included 11 items that precisely paralleled the mathematical structure of the word problems. The correlation between the directional and numerical scales was .38 for seventh grade and .45 for eighth grade. Regression analysis indicated that a high directional score is related to greater numerical success on proportion-related problems. The low correlations between the mathematically similar problems on the fraction and word-problem tests indicate that students are not capitalizing on the structural similarities inherent in the problems, even when the numerical quantities are identical.
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Nasrun, Rully Charitas Indra Prahmana, and Irwan Akib. "The Students’ Representative Processes in Solving Mathematical Word Problems." Knowledge 3, no. 1 (2023): 70–79. http://dx.doi.org/10.3390/knowledge3010006.
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Representation in mathematics is essential as a basis for students to be able to understand and apply mathematical ideas. This study aims to describe how students produce different representations in solving word problems. In solving word problems, students make verbal–written representations, image representations, and symbol representations. This research uses a qualitative descriptive study involving 75 fifth-grade students at one of the private schools in Makassar, Indonesia. Setting and Participants: two subjects were chosen from 75 participants based on the completion of word problems that resulted in different representations, including verbal–written representations, picture representations, and symbol representations. The instruments used were word problems and interview sheets, although some other students only used one or two forms of mathematical representation. The results of this study indicate that, from the different representations produced that include verbal–written representations, image representations, and symbol representations, students carry out the process of translation, integration, solution, and evaluation until finding answers. In addition, other findings were students’ ‘mathematical literacy which immensely helped the students’ representation process in solving word problems. three forms of representation were found to be produced by students: verbal–written, image representation, and symbol representation. Furthermore, the three forms of representation were created through carrying out four representation processes, namely the processes of translation, integration, solution, and evaluation.
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Haerani, Agus, Khusnul Novianingsih, and Turmudi Turmudi. "Analysis of Students' Errors in Solving Word Problems Viewed from Mathematical Resilience." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (2021): 246. http://dx.doi.org/10.31764/jtam.v5i1.3928.
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Many students in the world have difficulty in solving word problems, including students in Indonesia. TIMSS has shown that only eight percent of Indonesian participants are able to solve word problems, this result is hugely lower than the international average of 18 percent. One of the factors that cause students' errors in solving word problems is mathematical resilience. Thus, this study aims to analyze students' misconceptions in solving word problems viewed by their mathematical strength. This study was conducted for sixth-grade students in one of the elementary schools in Bandung. This study was qualitative descriptive research. In this study, there were four steps: selecting the word problems, answering the issues, filling out a mathematical resilience questionnaire, and interviewing. Students were encouraged to respond to a three-word question within 30 minutes, filling out a mathematical resilience questionnaire followed by the interview. This study showed that the students' errors in solving word problems were including comprehension, transformation, and process skill errors. Based on mathematical resilience, students with a low level of resilience predominantly carried out comprehension errors. In contrast, students with a moderate level of resilience more dominant made transformation errors. Meanwhile, students with high resilience completed more questions correctly, although several students seemed to have made process skills errors. This study's limitation is the data obtained online so that the respondents completed the instrument exceeds the given time. Further researches are suggested to conduct directly in the classroom to maximize the accuracy of the study.
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Hart, Janis M. "Promising Research, Programs, and Projects: The Effect of Personalized Word Problems." Teaching Children Mathematics 2, no. 8 (1996): 504–5. http://dx.doi.org/10.5951/tcm.2.8.0504.
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Many students have difficulty converting a word problem into the necessary mathematical form needed to solve the problem. They seem unable to create a mental representation that links the text of the word problem to appropriate mathematical expressions.
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Aleño, Norman, Haila Mustapha, and Kharimah Dimatanday. "Effectiveness of Agonsa Chart in Improving Student Mathematical Problem-Solving Skills." Psychology and Education: A Multidisciplinary Journal 31, no. 4 (2025): 370–75. https://doi.org/10.5281/zenodo.14750321.
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The purpose of this research is to determine how well the AGONSA pocket chart works as an intervention approach to improve learners in Grade 6's ability to solve mathematical word problems. Forty-five students from elementary school took part in the activity, and at first, their proficiency in solving mathematical puzzles varied. Pre- and post-test assessments were used in the study to look at how the AGONSA chart affected the skills of the participants. The pretest results showed that a large percentage of students had difficulty solving arithmetic word problems prior to the intervention, with the majority of answers falling into the "Unsatisfactory" and "Poor" categories. The posttest results showed some improvement in the "Satisfactory" and "Very Satisfactory" categories, indicating some development. Even so, a large portion continued to fall into the "Unsatisfactory" category, suggesting persistent difficulties with problem-solving abilities. The pretest and posttest mean scores differed significantly, according to statistical analysis using t-tests, indicating that the intervention significantly increased proficiency. This statistical significance demonstrated how well the AGONSA chart works as a tool to improve grade six students' ability to solve mathematical problems. The results indicate that although the intervention resulted in some progress, more work is still needed to address enduring difficulties in solving mathematical word problems. In order to further improve students' proficiency in this crucial skill area, it highlights the significance of focused interventions and structured methods to problem- solving. The study demonstrates how the AGONSA chart can be an effective teaching tool that supports students' understanding and implementation of mathematical problem-solving techniques, leading to improved academic achievement in mathematics.
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Shah, Muhammad Naeem, Fehmina Anjum, Sumaira Chand, and Prof Dr Rabia Tabassum. "Enhancing Mathematical Word Problem Solving Skills: Using Bar Model Visualization Technique." International Research Journal of Education and Innovation 2, no. 3 (2021): 119–28. http://dx.doi.org/10.53575/irjei.v2.03(21)11.119-128.
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The study purpose is to investigate the effect of Bar Model Visualization Technique on the word problem solving skills of elementary level students in mathematics. Following were the objectives of the study (i) to investigate the effect of Bar Model Visualization Technique on addition word problems-solving skills; (ii) to investigate the effect of Bar Model Visualization Technique on subtraction word problems solving skills; (iii) to investigate the effect of Bar Model Visualization Technique on multiplication word problems solving skills; (iv) to investigate the effect of Bar Model Visualization Technique on division word problems solving skills. The null hypotheses were designed to test the objectives as (i) there is no significant effect of Bar Model Visualization Technique on addition word problem solving skills; (ii) there is no significant effect of Bar Model Visualization Technique on subtraction word problem solving skills; (iii) there is no significant effect of Bar Model Visualization Technique on multiplication word problem solving skills; (iv) there is no significant effect of Bar Model Visualization Technique on division word problem solving skills. The nature of the study was experimental. Pre-test and post-test equivalent group design was used as a tool for data collection in this study. Sample of the study was 40 students (Male & Female) of Government Primary School No.2 Bab-e-Jadeed District Nowshera, Khyber Pakhtunkhwa. The sample students were divided on the basis of pretest scores by applying paired random technique in to experimental group and control group. Data were analyzed by mean, SD and t-test. It was concluded that the concepts of Bar Model Visualization Technique had significant effect on addition word problems and subtraction word problems but it has not significant effect on multiplication word problems neither division word problems. The results of the study show that Bar Model Visualization Technique had significant effect on Mathematical word problem solving skills and also the learner take interest in the subject. It provides alternative method for teacher to teach mathematics subject.
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Iilonga, Hesekiel Kaukolwa, and Ugorji I. Ogbonnaya. "Grade 10 Namibian Learners' Strategies for Solving Algebraic Word Problems." Unnes Journal of Mathematics Education 12, no. 2 (2023): 103–13. http://dx.doi.org/10.15294/ujme.v12i2.69364.
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Solving mathematical word problems is a big challenge for many learners. One reason for the challenge could be the use of inappropriate strategies in solving mathematical word problems. In Namibia, many examiners’ reports show that learners do not attempt algebraic word problems fairly in examinations. This study investigated Grade 10 learners’ strategies for solving algebraic word problems in the Ohangwena Region, Namibia. The study followed a qualitative approach. A sample of 351 Grade 10 learners from ten secondary schools participated in the study. Krulik and Rudnick’s problem-solving strategies model was adopted as the framework that guided the study. Data was collected using the Algebraic Word Problem Solving Achievement Test and analysed using content analysis. The result shows that most of the learners could not use appropriate strategies to solve the given problems. Few learners employed one or two appropriate strategies in solving the problems. The strategies used by the learners to solve the algebraic word problems in the test include Computing or Simplifying (CS); Making a Table, Chart, or List (TCL); Making a model or a diagram (MD), and Guessing, Checking, and Revising (GCR). It is recommended that teachers model different strategies for solving mathematical problems for learners while teaching mathematics. Keywords – problem-solving, problem-solving strategies, algebraic word problem.
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Kan, Adnan, and Okan Bulut. "Examining the Language Factor in Mathematics Assessments." Education Research and Perspectives 42 (2015): 581–606. https://doi.org/10.70953/erpv42.15018.
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This study investigates whether word problems and mathematically expressed items can be used interchangeably regardless of their linguistic complexities. A sample of sixth-grade students was given two forms of a mathematics assessment. The first form included mathematics items with mathematical terms, expressions, and equations, whereas the second form included the same items as word problems. Explanatory item response modeling was used to examine the impact of item type and gender on the difficulty levels of items and test scores. The results showed that word problems were easier than mathematically expressed items. Gender and its interaction with the linguistic complexity of mathematics items did not seem to have any impact on student performance on the test.
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Agusfianuddin, Agusfianuddin, Tatang Herman, and Turmudi Turmudi. "Difficulties in mathematical language and representation among elementary school students when solving word problems." Jurnal Elemen 10, no. 3 (2024): 567–81. http://dx.doi.org/10.29408/jel.v10i3.25814.
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Difficulties in mathematical language and representation were the dominant difficulties in solving word problems for students in elementary school. The research aims to analyze students' mathematical language and representation difficulties when solving word problems. The research subjects were 114 fifth-grade elementary school students selected using a purposive sampling technique with different mathematical abilities. The research was conducted at an elementary school in Sumbawa District, West Nusa Tenggara, Indonesia. Data collection techniques included tests, questionnaires, and interviews. The research results show that students' difficulties in mathematical language were dominant indicators of sentences. Students had difficulties in mathematical representation indicators, which were dominant in symbols. The factors that cause difficulty for high, middle, and lower ability students are unaccustomed to solving word problems and using problem-solving procedures, difficulty with concepts, difficulty with reasoning, difficulty understanding what is known and what is being asked, not being careful in reading the problem, and difficulty with long sentences. Student word problem-solving is in the low category.
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Hirschová, Milada, and Naďa Vondrová. "Where Czech meets math: Implicative-causal relations in mathematical word problems." Bohemistyka, no. 1 (March 24, 2023): 55–76. http://dx.doi.org/10.14746/bo.2023.1.4.
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The paper deals with the functioning of if-clauses in mathematical word problems and with their equivalents. First, the nature of a word problem as a text type is shown. Further, the difference between complex sentences with proper implicative-causal relation and a lay use of conditional clauses is examined. As its main goal, the paper presents a comparison of various instances of conditional clauses in mathematics word problems. Also, it shows the role of formulaic stereotypy and conventional assumptions in word problem texts as an integral part of both the mathematical and the communicative competence.
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Қайыңбаев, Ж., та А. Сағат. "ЭКОНОМИКАЛЫҚ БАҒЫТТАҒЫ КҮРДЕЛІ МӘТІНДІ ЕСЕПТЕРДІ ШЕШУ ТӘСІЛДЕРІ". Педагогика и методы обучения 54, № 1 (2021): 42–48. http://dx.doi.org/10.47344/sdu20bulletin.v54i1.555.
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The article raises the question of the formation ofmathematical thinking in students on the basis of mathematical thinking and its significance, as well as the solution of word problems. Thinking mathematically must be one of the most important human skills of the twenty-first century. And the place where a person develops mathematical thinking is high school. This is due to the fact that not all graduates continue their education in higher educational institutions, and secondly, even if a graduate enters a university, he may or may not have mathematics. And we think that the basis for the formation of mathematical thinking in secondary school is the solution of general problems, including textual ones. The solution to the word problem is based on the “Practice - Theory – Practice” system.
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Kilienė, Ieva. "On a classification of word problems from the first grade Lithuanian textbooks." Lietuvos matematikos rinkinys 61 (March 1, 2021): 18–24. http://dx.doi.org/10.15388/lmr.2020.22470.
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Word problems are classified to S problems and P problems by Verschaffel [9], classification is being specified and expanded. Reviewed word problems in Lithuanian first grade textbooks and divided to types. Submitted recommendations to use more varied types word problems, that would let to expand concepts understanding, develop mathematical reasoning, motivate to study word problem.
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Copur-Gencturk, Yasemin, and Tenzin Doleck. "Strategic competence for multistep fraction word problems: an overlooked aspect of mathematical knowledge for teaching." Educational Studies in Mathematics 107, no. 1 (2021): 49–70. http://dx.doi.org/10.1007/s10649-021-10028-1.
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AbstractPrior work on teachers’ mathematical knowledge has contributed to our understanding of the important role of teachers’ knowledge in teaching and learning. However, one aspect of teachers’ mathematical knowledge has received little attention: strategic competence for word problems. Adapting from one of the most comprehensive characterizations of mathematics learning (NRC, 2001), we argue that teachers’ mathematical knowledge also includes strategic competence, which consists of devising a valid solution strategy, mathematizing the problem (i.e., choosing particular strategies and presentations to translate the word problem into mathematical expressions), and arriving at a correct answer (executing a solution) for a word problem. By examining the responses of 350 fourth- and fifth-grade teachers in the USA to four multistep fraction word problems, we were able to explore manifestations of teachers’ strategic competence for word problems. Findings indicate that teachers’ strategic competence was closely related to whether they devised a valid strategy. Further, how teachers dealt with known and unknown quantities in their mathematization of word problems was an important indicator of their strategic competence. Teachers with strong strategic competence used algebraic notations or pictorial representations and dealt with unknown quantities more frequently in their solution methods than did teachers with weak strategic competence. The results of this study provide evidence for the critical nature of strategic competence as another dimension needed to understand and describe teachers’ mathematical knowledge.
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Abdullah, Abdul Halim, Nurain Nadhirah Mohamad, Sitti Fithriani Saleh, and Mutmainnah Mutmainnah. "Unlocking mathematics’ power: interpreting content and context within word problems." International Journal of Evaluation and Research in Education (IJERE) 13, no. 4 (2024): 2288. http://dx.doi.org/10.11591/ijere.v13i4.28658.
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<span lang="EN-US">Mathematics is a fundamental subject with wide-reaching importance in education, providing students with the tools to apply mathematical principles in diverse contexts. This study examines the abilities of 60 pre-service mathematics teachers (PSTs) in identifying content and context within mathematical word problems. Utilizing a case study approach, the study employed the mathematics word problems test and the content and context questionnaire. The findings reveal that PSTs generally struggle with error detection and content comprehension in mathematical word problems, as demonstrated by their inability to recognize inaccuracies in two of three test questions. The failure of PSTs to identify errors in mathematical word problems often stems from their tendency to rely solely on the solutions they obtain, without first understanding the entire question presented. In essence, they may focus on finding a solution rather than critically evaluating the problem, which can lead to the oversight of errors or inaccuracies within the problem statement itself. This study emphasizes the need for PSTs to grasp mathematical concepts and contextualize them in everyday life scenarios. Challenges were observed in linking computational results to real-world contexts. Thus, the study calls for future research in pre-service teacher education to explore strategies for enhancing critical thinking, error detection, and the integration of practical context in mathematical problem-solving. Furthermore, the study suggests that assessing the ability of PSTs to formulate problem-solving questions evaluates their capacity to answer questions and their ability to construct questions that can enhance students’ cognitive abilities.</span>
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Toom, André. "Between Childhood and Mathematics: Word Problems in Mathematical Education." Humanistic Mathematics Network Journal 1, no. 20 (1999): 25–44. http://dx.doi.org/10.5642/hmnj.199901.20.19.
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Vilenius‐Tuohimaa, Piia Maria, Kaisa Aunola, and Jari‐Erik Nurmi. "The association between mathematical word problems and reading comprehension." Educational Psychology 28, no. 4 (2008): 409–26. http://dx.doi.org/10.1080/01443410701708228.
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Tobias, Bruce. "Mathematical word problems: Understanding how secondary students position themselves." African Journal of Research in Mathematics, Science and Technology Education 10, no. 2 (2006): 1–14. http://dx.doi.org/10.1080/10288457.2006.10740600.
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Magdaș, Ioana-Cristina, Suzan Khatib, and Liliana Ciascai. "Solving mathematical word problems using self-regulated learning skills." Journal of Educational Sciences & Psychology 15 (76), no. 2 (2025): 131–43. https://doi.org/10.51865/jesp.2025.1.12.
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This study presents an innovative way to integrate self-regulated learning (SRL) skills into learning mathematics by future teachers for primary and preschool education, and so, to contribute on the development of more effective teaching strategies that meet current educational needs. The results obtained through this research confirmed that SRL plays a fundamental role in enhancing academic performance in solving mathematical word problems and increasing students’ independence in learning. Also seems to be a positive correlation between adherence to SRL steps and solution accuracy in solving mathematics word problems if the students are involved in sufficient number of training sessions about SRL strategies. The results of the study may also form the basis for further research on the impact of SRL at different educational levels or other disciplines.
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Cox, Sarah K., and Jenny R. Root. "Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder." Remedial and Special Education 41, no. 3 (2018): 139–51. http://dx.doi.org/10.1177/0741932518792660.
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The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve proportional word problems containing extraneous information. Specifically, we measured mathematical problem-solving flexibility and communication using a 4-point rubric. Results of the reversal design found a functional relation between MSBI and the students’ ability to flexibly solve the mathematical word problems and explain their answer, suggesting MSBI may be a useful strategy for some students with ASD.
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Angelo A. Legarde, Michael. "WORKING WITH MATHEMATICAL PROBLEMS: AN ANALYSIS OF STUDENTS MISCONCEPTIONS AND ITS IMPACT ON MATHEMATICS LEARNING." International Journal of Advanced Research 10, no. 03 (2022): 25–33. http://dx.doi.org/10.21474/ijar01/14358.
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The great misconception about mathematics is the notion that mathematics is about formulas, solving word problems, and doing computations. Hence, it is the impetus for this study to explore why so many students havedifficulty learning mathematics. To achieve this goal, this study focuses on why so many students keep making the same errors over a long period of time. Generally, among the errors committed by the students in solving word problems, it was found out that students usually made encoding errors. These errors were the result of carelessness, rushing through a problem or misreading a problem. These students correctly work out the solution, but cannot express this solution in an acceptable written form.Moreover, this study stresses that one of the foremost problems encountered by the students was their inability to understand the language used in mathematics, which is English. For some students, mathematical disability was a result of problems with the language of mathematics. Students had difficulty in understanding mathematical terminologies which normally were not used outside the mathematics lesson. Furthermore, lack of comprehension of the students in algebraic expressions concepts and operations leads to an error in translating mathematical phrase into mathematical symbol. This was due to insufficient understanding of mathematical expressions and poor skills in mathematical translation. The conclusions drawn from this investigation strongly justify the needs for mathematics teachers to give more emphasis on students learning in mathematical concepts. They must also need to be empowered in order to help the learners to be conversant in the mathematical language. The study has demonstrated that mathematical language plays a vital role in learners comprehension of word problems, hence the language that is used in mathematical word problems needs to be taken into cognizance.
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Sanwidi, Ardhi. "STUDENTS' REPRESENTATION IN SOLVING WORD PROBLEM." Infinity Journal 7, no. 2 (2018): 147. http://dx.doi.org/10.22460/infinity.v7i2.p147-154.
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The purpose of this research is to describe the representation of sixth grade students in solving mathematics word problems. The focus of the representation of this research is an external representation which is viewed from students with high mathematical abilities. The method used in this research is task-based interview, by giving a problem test of word problems. Students who have a high level of abilities, he makes pictures of all problems and successfully solve the problems. Students whose level of abilities is lacking, he only makes incomplete symbol / verbal representations, he has wrong when solving the problems. Various kinds of representations and increasing abilities in many problems such as multiplying exercises and solve the word pronlem. Applying various representations to students are very important to be improved by students in order to succeed in solving various mathematical word problems.
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Matz, Karl A., and Cynthia Leier. "Word Problems and the Language Connection." Arithmetic Teacher 39, no. 8 (1992): 14–17. http://dx.doi.org/10.5951/at.39.8.0014.
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Problem solving is generally considered to be one of the essential mathematics skills. The National Council of Supervisors of Mathematics (1989) lists problem solving first among the twelve essential components for mathematical literacy. The National Council of Teachers of Mathematics's Curriculum and Evaluation Standards (1989) recommends that problem solving begin early in the primary grades and that it include a variety of experiences. Word problems offer meaningful quantities and purpose for the calculations students make, but even so, many solvers find them difficult (Smith 1989).
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Salsabila, Siti Rima. "Pengaruh Pendekatan Realistic Mathematic Education (RME) Terhadap Keterampilan Menyelesaikan Soal Cerita Ditinjau Dari Kemampuan Memahami Konsep Matematika." Journal of Math Tadris 2, no. 2 (2022): 141–58. http://dx.doi.org/10.55099/jurmat.v2i2.63.
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Abstract-The Realistic Mathematical Education (RME) approach is based on the philosophy that mathematics must be associated with real things for students and mathematics must be seen as a human activity. This philosophy is in line with story problems that present problems from everyday life. This study aims to see whether or not there is an effect of the Realistic Mathematical Education (RME) Approach on the skills of solving word problems in terms of the ability to understand mathematical concepts. This research is quantitative experimental research. The population in this study were students of class VII MTs. Ishlahil Atfal Rumak. The research sample was the VII A class used as the control class and the VII C class used as the experimental class. The research instrument was a test of the ability to understand concepts and skills in solving word problems in essay form. The data on skills in solving word problems were analyzed using a two-way ANOVA test after fulfilling the normality and homogeneity tests. The results of data analysis showed Fcount <Ftable, namely -23.07 <3.28. Thus it can be concluded that there is no effect of the Realistic Mathematics Education (RME) approach on the skills of solving word problems in terms of the ability to understand mathematical concepts.
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Akina, Mufida Sudarman Bennu Nuraini Anggraini. "Profile of The Ability of Elementary School Teachers in Compiling Mathematical Word Problems and Solving The Problems With A Problem Posing Approach on Fractional Materials and Whole Numbers." Multicultural Education 7, no. 8 (2021): 127. https://doi.org/10.5281/zenodo.5172551.
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<em>This study aims to determine the ability level of elementary school teachers in making and solving math word problems using the problem posing on fractions and count numbers at SD Alkhairaat Pusat Palu. This research was conducted at SD AlkhairaatPusatPalu in the odd semester of 2018/2019 using a qualitative descriptive research method, the subjects in this study were all high-class teachers. Descriptive analysis was conducted to obtain an overview of the teacher's ability in making and solving math word problems using problem posing on fractions and whole numbers in elementary school. The research data was obtained through the results of the preparation and completion of the Mathematical Word Problems by the teacher and the giving of interviews conducted by researchers to the subjects. The results of this study are: 1) The teacher's ability is still low in solving the problems by guiding students making questions that are used to explore the information needed to answer the problems given; 2) all subjects can arrange questions from a specified statement but only limited to 1 and 2 questions that should be infinitely many questions that can be made from one statement; and 3) all subjects been able to make a word problem involving 2 basic counting operations and 3 basic counting operations on count numbers but are still less in making a word problem by involving 4 operations on fraction and whole numbers.</em>
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Moyer, Patricia S. "Links to Literature: Using Representations to Explore Perimeter and Area." Teaching Children Mathematics 8, no. 1 (2001): 52–59. http://dx.doi.org/10.5951/tcm.8.1.0052.
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In an elementary school classroom, as in real life, the lines between the content areas should be blurred, particularly between mathematical problem solving and mathematical situations contextualized in good literature. For that reason, I always look for interesting books about mathematical situations. Why use children's literature to teach mathematics? A good story often places mathematical problems in the context of familiar situations and is similar to, yet a much more elaborate version of, mathematical word problems. Assertions that children's inability to solve word problems results from their inability to read or to compute effectively simply are not true. The problem is that children do not know how to choose the correct operation or sequence of operations to solve the problem. To solve a problem situation presented in words, children need to be able to connect computational processes with appropriate calculations. Their difficulties lie in the fact that children simply do not understand the mathematics well enough conceptually to make the connection with the problem- solving situation. Using books with authentic problem situations may help children see that learning computation serves a real-life purpose.
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Luna, Lealyn, Maryrose Alviar, Ivy Conde, et al. "Reading Comprehension and Mathematical Performance in Solving Word Problems Among Grade 4 Learners." Psychology and Education: A Multidisciplinary Journal 16, no. 7 (2024): 718–29. https://doi.org/10.5281/zenodo.10539149.
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The main purpose of this research was to assess the Comprehension and Reading ability and to determine the significant correlation between Reading Comprehension level of learners and their ability to solve Mathematical word Problems. This study employed Descriptive Quantitative Correlational Study. The respondents of the study were ninety-two (92) Grade 4 learners of Western Mindanao State University – Integrated Laboratory School enrolled in school year 2022- 2023. This study adopted the Philippine Informal Reading Inventory (Phil-IRI) assessment tool and DepEd Numeracy Assessment Tool (D-NumAT) to measure the reading comprehension and Mathematical Ability respectively. The findings indicated that majority of the Grade 4 learners in Reading Comprehension Level are classified under Frustration Level, some of the learners are classified under Instructional Level, and very few are classified under independent level. As for Mathematical Performance Level, majority of the Grade 4 learners are under non-Numerates level, and some are classified under Low level. This study revealed that the overall Reading Comprehension skill of the learners has negligible correlation to the learners Mathematical Performance in Solving Word Problems. Hence, Reading Comprehension can be a significant factor affecting students’ mathematical performance specifically in solving word problems.
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Ha, Ji Seon, and Hong Chan Son. "A Study on the errors in Algebraic Word Problem Solving in NCS Mathematical competency: centered around Specialized High School." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 23 (2023): 299–319. http://dx.doi.org/10.22251/jlcci.2023.23.23.299.
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Objectives The purpose of this study is to analyze errors that arise during the problem-solving process of alge-braic word problems in the mathematical reasoning domain of NCS(National Competency Standards) for speci-alized high school students and to explore instructional strategies to address these errors.
 Methods A test consisting of six items was administered to 70 students attending specialized high schools lo-cated in medium city. After conducting the test using the questionnaire, the response sheets were analyzed by error type. Additionally, in-depth interviews were conducted with five participants, and the content of these inter-views was recorded, transcribed, and analyzed.
 Results Many students in specialized high schools experienced difficulties in solving algebraic word problems in the NCS mathematical competency domain. The types of errors observed during the problem-solving process in-cluded errors in skipping solution steps, difficulties arising from mathematical language, errors in problem com-prehension, and errors stemming from inadequate mastery of prerequisite skills, facts, and concepts.
 Conclusions To address significant errors in solving algebraic word problems, it is crucial to focus on algebraic translation, fundamental computational skills, acquiring prerequisite knowledge, and systematic problem-solving writing. Instruction should be centered around vocational foundational abilities, particularly emphasizing algebraic word problems within the context of vocational math competency assessment. Moreover, it is necessary to in-corporate algebraic word problems into the mathematical application domain of specialized high school vocational foundational assessments and develop and implement an education curriculum tailored to the specialized voca-tional context, preparing students for the NCS mathematical ability assessment.
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Sunaisah Sunaisah, Iffatul Ulya Rosyadi, Farida Maulida, and Diana Ermawati. "Analisis Kemampuan Penalaran Matematis Siswa Dalam Menyelesaikan Soal Cerita Pada Materi Pecahan Siswa Kelas III SD." Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora 4, no. 3 (2024): 187–201. http://dx.doi.org/10.55606/khatulistiwa.v4i3.3961.
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This research aims to analyze students’ mathematical reasoning abilities in solving word problems on fractions in class III SD 1 Selojari. This research uses a qualitative method with a descriptive approach. The research subjects consisted of third grade students who were selected using purposive sampling. The results of the research show that students’ mathematical reasoning abilities in solving word problems on fractions are at varying levels. Most students show difficulty in understanding the concept of fractions, especially in connecting fractions with visual and contextual representations. Some students are able to solve word problems well, but many still face difficulties in identifying relevant information and integrating it into the problem solving process. Factors that influence students’ mathematical reasoning abilities include a less in-depth understanding of the basic concepts of fractions, limited word problem practice given in class, and low student motivation to learn. Apart from that, teaching methods that are less varied and the lack of use of teaching aids or learning media also contribute to students’ low mathematical reasoning abilities.
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Reyes, Joseph D., and Zenaida Q. Reyes. "A Model of Teaching Metacognition in Solving Mathematical Word Problems." International Journal of Contemporary Sciences (IJCS) 1, no. 11 (2024): 728–47. http://dx.doi.org/10.55927/ijcs.v1i11.11591.
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This qualitative study aimed to propose a model for teaching metacognition in solving mathematical word problems, utilizing a Multiple Case Study Method. The research explored how teachers employ metacognitive strategies, focusing on two components: knowledge of cognition and regulation of cognition. The findings suggest that metacognitive instructional techniques enhance students' mathematical knowledge and problem-solving abilities. Teachers who incorporate various metacognitive strategies help students develop their own learning skills and create conditions for meaningful learning. The study concludes that connecting metacognitive teaching approaches makes math problem-solving more significant. The proposed model allows teachers flexibility in applying strategies based on their circumstances and students' needs. Importantly, the research emphasizes that mathematics teachers must have a thorough understanding of mathematical concepts to effectively implement metacognitive methods.
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Fatri, Fergi Faranijza, Maison Maison, and Syaiful Syaiful. "Kemampuan Representasi Matematis Siswa Kelas VIII SMP Ditinjau dari Gaya Kognitif Visualizer dan Verbalizer." Jurnal Didaktik Matematika 6, no. 2 (2019): 98–111. http://dx.doi.org/10.24815/jdm.v6i2.14179.
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Mathematical representation skill is students' ability to express mathematical ideas (such as problems, statements, and definitions) in various ways to solve problems through multiple representations, such as images, words, tables, and symbols mathematics. Students are struggling in representing mathematical ideas. It hampers them in determining the solution of mathematical problems. They are careless in reading the word problems, lacking problem analysis, less thorough, and struggling to connect concepts. The subjects of this study were in two students from one of the junior high school in Jambi. The instruments used for this research were VVQ, Mathematical Representation Ability Test and interviews. This study used a descriptive qualitative method. The results showed that the representation abilities of students with visualizer and verbalizer style were quite good. However, each subject had a different way of solving problems. Visualizers were more interested in questions with image information in solving the problem. Verbalizer tended to prefer information with detailed wording.