How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?

Abstract

This paper presents the second phase of a larger research program with the purpose of exploring the possible consequences of a gap between what is done in the classroom regarding mathematical word problem solving and what research shows to be effective in this particular field of study. Data from the first phase of our study on teachers' self-proclaimed practices showed that one-third of elementary teachers from the region of Quebec require their students to follow a specific sequential problemsolving method, known as the 'what I know, what I look for' method. These results led us to hypothesize that the observed gap may have an impact on students' comprehension of mathematical word problems. The use of this particular method was the foundation for us to study, in the second phase, the effect of the imposition of this sequential method on students' literal and inferential understanding of word problems. A total of 278 fourth graders (9-10 years old) solved mathematical word problems followed by a test to assess their understanding of the word problems they had just solved. The results suggest that the use of this problem solving method does not seem to improve or impair students' understanding. From a more fundamental point of view, our study led us to the conclusion that the way word problem solving is addressed in the mathematics classroom, through sequential and inflexible methods, does not help students develop their word problem solving competence.

Research on Mathematics Problem Solving in Elementary Education Conducted from 1969 to 2021: A Bibliometric Review

“…Empirical studies on problem solving have been conducted widely in the past. These studies were conducted to identify pupils' problem solving difficulties (Tambychik & Meerah, 2010), and to determine the factors that affect pupils' problem solving ability (Herbert & Williams, 2021;Öztürk et al, 2020;Passolunghi et al, 2019;Vondrova, 2020), examine the problem solving teaching and learning process (Copur-Gencturk & Doleck, 2021;Csíkos & Szitányi, 2020;Masingila et al, 2018), and evaluate the problem solving interventions (Asigigan & Samur,2021;Goulet-Lyle et al, 2020;Lee, 2017).…”

Middle school students’ mathematical problem-solving ability and the influencing factors in mainland China

“…In addition, Mayer et al (1991) also categorize the problemsolving process into three stages: paraphrasing, integration, and planning. In recent years, an increasing number of related studies on problem-solving steps and procedures, such as heuristic training (Wang, 2020), discovery learning (Hulukati et al, 2018), and other teaching procedures (Goulet-Lyle et al, 2019) have been applied to the teaching field.…”

Relationship between Students’ Attitude towards, and Performance in Mathematics Word Problems

“…Yet, mathematical word problems are intended to help learners to apply mathematics beyond the classroom in solving real-life-world problems. Verschaffel et al (2020) and Boonen et al (2016) have argued that mathematics word problems are difficult, complex, and pause comprehension challenges to most learners. This is because word problems require learners to understand and adequately apply previously learned basic algebraic concepts, principles, rules and/or techniques.…”

“…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). Mathematics word problems are an area where the majority of students experience learning obstacles (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. By contrast, comprehension of mathematics word problems mainly accounts for students' difficulties.…”