BSSS Journal of Education: ISSN(Print)- 2320-1258, E-ISSN-2582-4872, Vol.XIII Issue-I(2024),pp126-138 .

M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

____________________________________________________________________________________________________

ARE MATH WORD PROBLEMS REALLY A MATH PROBLEM OR A

LINGUISTIC CHALLENGE?
Ms. Jyotsana
Primary teacher, Directorate of Education, Delhi

Ms. Manisha Pavi

Mathematics teacher, Directorate of Education, Delhi

ABSTRACT

This study aimed to explore mathematics teachers' perceptions of the reasons behind students'

struggle with word-problem tasks. The results showed that students had difficulty

understanding the story hidden in the question was a math story that could be translated into

an equation. The perspective of the students was also taken into account. The study

recommended creating meaningful, practical, reader-friendly tasks that are relevant to

students' lives. Some special strategies like CAMaL(Combined Activities for Maximized

Learning) and TaRL(Teaching at the Right Level) were adopted to strengthen the basic

abilities of children. The impact of these strategies was studied along with feedback from the

teachers and students. The results showed that there is a direct relationship between solving

word problem and vocabulary comprehension. Understanding mathematical terminology,

recognizing facts, and being able to imagine scenarios had a positive impact on solving word

problems. These skills need to be developed at an early age. If these issues are not addressed

at an elementary stage, a fear of word problems develops.

Keywords : Word-problems, math story, vocabulary comprehension, mathematical

terminology

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 BSSS Journal of Education: ISSN(Print)- 2320-1258, E-ISSN-2582-4872, Vol.XIII Issue-I(2024),pp126-138 .
M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

____________________________________________________________________________________________________

INTRODUCTION

Basic education requires a strong foundation of literacy and numeracy skills. The

mathematics teachers have tried to improve the understanding of mathematical concepts by

bringing some changes in the pedagogy. Emphasis has been laid to promote the importance of

word problems. It has been observed that children appreciate basic mathematics. When they

are introduced to simple operations like counting and addition, they enjoy it. But when given

word problems, students have difficulty in understanding, analysing, and solving them. Often

students find such mathematical tasks challenging. As a result, students tend to ignore

questions related to word problems in classes. This research was conducted to explore the

reasons behind this issue. The basic objective of this research is: - Are word problems in

mathematics inherently a mathematical challenge or do they also involve linguistic

difficulties? This research examined the relationship between mathematical concepts and

linguistic expression in the context of word problems. By analysing math word problems,

students can develop a deeper understanding of cognitive processes. It is important to draw

attention to the insight that connects the realms of mathematics and language. Students find it

difficult to understand and analyse mathematical word problems. Only a few students can

convert the story hidden in the question into a mathematical equation. Often students need

guidance to understand word problems. The research was conducted with class 6 students of

a government school in Delhi, India. They were given grade 6 level mathematical questions

based on word problems. The responses were quite alarming. About 82 percent of the

students found it difficult to imagine the situation based on verbal questions. It has often been

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

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seen that students also ask the meaning of some words while solving the questions. When

students became familiar with mathematical terminology, they were able to fully understand

comprehend the word problems. Obviously, understanding math word problems accurately,

connecting the ideas expressed in them and solving it is a hurdle for students. To enable

students to understand word problems, interpret and convert them into mathematical

equations, we introduced some interventions. We developed some strategies and introduced

them to the class 6 students. After meticulous practice using these strategies, the students

were given a worksheet of word problems again.

It was observed that most students were able to transform word problems into mathematical

stories.

A positive change in their perspective towards word problems was clearly evident.

By practicing word problems, children develop conceptual understanding of daily problems.

We concluded from our research that in mathematics, understanding terminology and

comprehension of language are two very prominent pillars for solving word problems.

REVIEW OF LITERATURE

Solving word problems in mathematics influences the development and application of the

student's knowledge and abilities. Difficulties faced by students in solving word problems can

be improved by various strategies and activities and students can be trained in this regard.

Current interest in children’s maths skills has also led to an increase in research into the

association between mathematical performance and reading skills (Ackerman & Dykman,

1995; Chinn & Ashcroft, 1993; Light & DeFries, 1995; Räsänen & Ahonen, 1995) and

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https://doi.org/10.51767/je1309

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between maths performance and text comprehension skills (Pape, 2004; Passolunghi &

Pazzaglia, 2005).

Light and DeFries (1995) showed that difficulties in arithmetic were associated with reading

ability development. Studies focusing on children with learning disabilities have shown that

difficulties in reading and in maths often co-occur (e.g., Geary, 1996; Geary, Hamson, &

Hoard, 2000; Jordan, Hanich, & Kaplan, 2003; Jordan, Kaplan, & Hanich, 2002; Jordan &

Montani, 1997).

“Students should be writing, imagining, and working with mathematical vocabulary and this

should be repeated consistently.” (Amen, 2006)

"The influence of vocabulary in learning mathematical concepts is related to their deeper

understanding." ( Brethauer, 2008)

"Students are better at problem solving when they understand the words of a problem, and

learning vocabulary improves students' understanding of mathematical concepts."

(McConnell, 2008)

Blended learning can also empower the learner with more opportunities for personalized,

self-directed learning and collaboration with their peers. This allows for a more flexible and

individualized approach to learning, which can lead to increased student engagement and

motivation. (Dixit,2023)

RESEARCH QUESTION

Are math word problems really a math problem or a linguistic challenge?

METHODOLOGY
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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

____________________________________________________________________________________________________

The research methodology involves a qualitative approach, including literature review,

questionnaire through Google forms and semi structured interviews to explore the cognitive

processes involved in solving math word problems. The goal of this multidisciplinary study is

to shed light on how to enhance mathematical thinking and overcome language obstacles so

that students can solve mathematical problems more effectively.

Google Forms were sent to Mathematics teachers to find out the reasons for student's

struggles in terms of word problems. The teachers were asked what were their perception

about the possible reasons for the students challenges with respect to word problems.

(Questionnaire attached in Annexure 1)The responses gave an insight of the teachers'

viewpoint.

But it was important to know the other side of the issue also. Students were asked the

reasons for their inability to solve word problems. But most of them were unable to articulate

the exact problem. To find out the real problems faced by the students, they were given a

questionnaire listing some possible reasons. (The questionnaire is attached at Annexure 2).

Pilot testing of the questionnaire was done on 5 students.

Once we had an idea of the reasons, we adopted strategies to help students understand and

solve word problems. The researchers held classroom sessions with students to explain the

various interventions. After intensive practice using these strategies, students were asked

again for their viewpoints.

Interventions

Strategy 1: Summarising the story

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

____________________________________________________________________________________________________

1. Whose problem and what?

First, we removed all the numbers and asked students to focus on what the problem was

about so they could imagine the scenario and connect it to their life experiences.

2. Rephrase the question

We then asked our students to rewrite the questions as statements themselves to make sure

they understood the questions.

3. Which mathematical operation is required?

Then students were asked to read the problems again and think analytically. Students asked

themselves questions - What are the parts of a literal question? Are things coming together or

falling apart? Is there any comparison?

4. Translation into mathematical equations

We asked students to read the problem again and determine if they had enough information.

And then translate it into a mathematical equation.

Strategy 2: Picturisation of the story

1. What are the facts? What is given? What do I need to know?

2. What should be the appropriate mathematical operation?

3. Draw pictures of word problems.

4. Write mathematical equations using numbers instead of pictures.

Strategy 3: Mathematical Word Wall

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

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In the word wall activity, several math vocabulary words were posted on the classroom wall

so that students could read them at any time.

Feedback: for reflection, planning and action

Feedback was used during the implementation of these strategies. Not only by the teacher,

but students also gave feedback to each other. The purpose of the feedback was to improve

students' performance and orient them to proper procedures in solving word problems,

highlight possible errors to improve problem solving, and clarify the steps.

Post intervention:

After implementing the strategies, the same teachers were asked about the changes they

observed in student performance. (Annexure 3)

Students were asked again the questionnaire (Appendix 2) to identify whether they were now

able to overcome their inability to solve mathematical word problems.

Sample

For pre-intervention survey

The survey was conducted in 10 government schools of Directorate of Education, Delhi.

These schools were of different districts of Delhi.

Number of teachers: 37 (25 female & 12 male)

Number of students: 158 (92 girls & 66 boys)

For intervention:

40 students of class 6 – all girls

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

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Age group: 9 - 10 years

RESULTS AND DISCUSSION

Online survey of teachers: Number of teachers: 37 (25 female & 12 male)

Indicators of bar
graph
1 Unable to read and understand some key words.

2 students found the language used in word problems confusing

3 students were unable to identify keywords to solve word problems.

4 Students were able to solve if language is easy

5 Students solve if they follow step -by-step procedure

Fig 1 Analysis of the data from the responses of the teachers of the questionnaire in Annexure

 87% students were Unable to read and understand some key words.

 76% of students found the language used in word problems confusing.

 76% students were unable to identify keywords to solve word problems.

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https://doi.org/10.51767/je1309

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 When verbal questions were repeated in easy language, 68% students were able to

solve them.

 90% of the students were able to solve the problems when they were asked to follow a

step-by-step procedure

Fig 2: First response of students to word problems

Online survey of students: Number of students: 158 (92 girls & 66 boys)

Reponses from students based on annexure 2

A. First response of students to word problems

1. 44% students feel anxious and nervous before the tests

2. 26% students shared that their response to word problems depends on the complexity

of the question.

3. About 10% students feel very confident to solve the word problems

4. 20% shared that they are petrified of the word problems.

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

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Some more inferences from Annexure 2

B. Is the problem related to language or Maths?

1. 76% have difficulty reading word problems.

2. 58% have difficulty understanding the meaning of word questions.

3. 65% do not understand which mathematical operation is used while solving the word

problem.

4. 47% shared that it is difficult for them to do mathematical calculations in word

problems.

Post intervention responses from teachers (Annexure 3)

 81% of the teachers state that the performance of the students with respect to solving

word problems improved after the introduction of new strategies.

 84% of the teachers shared that if the meaning of the keywords is explained to the

students, then the students comprehend the word problems easily.

 But as per the teachers’ responses, about 30 % of the students still need explanations

for the word problems.

 79% of teachers shared that if the students can understand the language of the word

problems, they are able to model word problems mathematically.

The main reasons observed for students not being able to solve verbal questions were: -

● Students fail to understand the terminology in the problems and hence are unable to

understand the question.

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

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● Students do not have the patience to read mathematical problems, they see mathematics in

terms of numbers rather than words.

● Students need guidance while solving word problems.

RECOMMENDATIONS

It is important for students to get more opportunities to solve word problems. Developing

students' mathematical vocabulary helps students understand different terms. Students need

guidance in clarification, especially in solving word problems. Therefore, timely

identification of learning difficulties of students, planning of activities as per the needs of

students, implementation of 'action plans' can help overcome difficulties in solving word

problems.

 Integrate real-world scenarios into word questions.

 Break complex word problems into smaller steps and guide students through the

process of understanding and solving each part.

 Use visual materials such as diagrams, charts, or graphs to help students visualize the

problem and better understand the information presented.

 Encourage peer-to-peer discussions and group activities where students can learn

from each other by sharing different problem-solving approaches.

 Teach specific problem-solving strategies, such as identifying key information,

defining variables, and devising a plan before attempting to solve the problem.

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M s. Jyotsana and M s. M anisha Pavi :Are math word problems really a math problem or a linguistic challenge?
https://doi.org/10.51767/je1309

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 Teachers should highlight how the skills learned in solving word problems are

applicable in real life situations. Case studies are useful tools to relate word problems

to day-to-day circumstances.

 Provide constructive feedback to students on problems they encounter in solving word

problems, and encourage continuous improvement.

 Another aspect that needs to be addressed is to introspect the mindset of teachers

regarding word questions. Teachers have a preconceived notion that word problems

are beyond the students' understanding and hence they are unable to solve them.

Efforts must be taken to make word problems an entertaining activity for students.

CONCLUSION

The research results showed that there is a direct relationship between solving word problem

and vocabulary understanding. Understanding mathematical terminology, recognizing facts,

and being able to imagine scenarios had a positive impact on solving word problems.

Learning vocabulary improved students' expression in mathematics and developed their

reasoning skills.

Research shows that word problems become easier to solve when students can convert the

language of word problems into mathematical equations. This approach promotes deeper

understanding of mathematical concepts, improves logical reasoning, and promotes critical

thinking. By translating real-world scenarios into mathematical language, students gain

clarity, making it easier to apply appropriate mathematical techniques to solve problems

effectively.

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https://doi.org/10.51767/je1309

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To successfully solve word problems, the student must have good reading comprehension as

well as analytical and computational skills.

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Dixit, S. (2023). Efficacy of blended learning in Indian ELT: opportunities and

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Mingke, Girley & Alegre, Emybel. (2019). Difficulties Encountered In Mathematical Word

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Research Publications (IJSRP). 9. p9053. 10.29322/IJSRP.9.06.2019.p9053.

https://www.researchgate.net/publication/334187866_Difficulties_Encountered_In_M

athematical_Word_Problem_Solving_Of_The_Grade_Six_Learners

Powell, Sarah & Berry, Katherine & Benz, Sarah. (2020). Analysing the word-problem

performance and strategies of students experiencing mathematics difficulty. The

Journal of Mathematical Behavior. 58. 100759.

10.1016/j.jmathb.2020.100759.https://doi.org/10.1016/j.jmathb.2020.100759.

Piia Maria Vilenius‐ Tuohimaa pivileni@edu.jyu.fi , Kaisa Aunola & Jari‐ Erik Nurmi

(2008) The association between mathematical word problems and reading

comprehension, Educational Psychology, 28:4, 409-426, DOI:

10.1080/01443410701708228

https://www.researchgate.net/publication/262868819_The_association_between_word

_problems_and_reading_comprehension
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https://doi.org/10.51767/je1309

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Verschaffel, L., Schukajlow, S., Star, J. et al. Word problems in mathematics education: a

survey. ZDM Mathematics Education 52, 1–16 (2020).

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