# Math Word Problem Solving

Most teachers believe or assume that students will have more difficulty solving a word problem than solving an algebraic equation that represents the same mathematics without the words. Because of this, they believe in teaching word problems only after students master solving similar problems as equations. Pre-service teachers’ conceptions and beliefs about the role of real-world knowledge in mathematical modelling of school word problems. https://doi.org/10.1016/S0959-4752(97)00008-X Verschaffel, L., De Corte, E., & Lasure, S. Realistic considerations in mathematical modeling of school arithmetic word problems. https://doi.org/10.1016/0959-4752(94)90002-7 Verschaffel, L., Greer, B., & De Corte, E.

Instead, teachers can promote student reasoning by providing supports specific to each problem, such as encouraging students to explain their answer and why it makes sense, to draw a picture of their solution, or to consider a hypothetical but contrasting solution from another student. Math Spring Operational 2016 Grade 4 Released Items.

While these strategies can increase the number of students who reason with these problems correctly, in multiple studies they rarely produced correct answers for much more than 50 percent of students (see Chapter 3, Verschaffel, Greer, De Corte). Partnership for Assessment of Readiness for College and Careers. Math Spring Operational 2016 Grade 5 Released Items. Zeitschrift Fur Mathematic-Didaktik, 4(2), 205–2017.

Mathematical modeling tends to be a more complex process involving identifying questions to answer about the real world, making assumptions, identifying variables, translating a phenomenon into a mathematical model, assessing the solution, and iterating on the process to refine and extend the model (COMAP & SIAM, 2016).

The process to solve a word problem isn't necessarily as complex, as the problem itself usually gives the reader the question to answer and the information necessary to answer it, and doesn’t require modeling's level of meaning-making and interpretation.

Math teachers are often concerned about students' abilities to transfer classroom learning into the world beyond the classroom, but this "suspension of sense-making" shows that the reverse is also difficult – students struggle to apply their knowledge and understanding of the world back into a mathematics classroom.

## Comments Math Word Problem Solving

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