Challenges and Practices in Teaching and Solving Mathematical Word Problems: Teachers' Perspectives and Proposed Solutions

Abstract

This research, conducted between 2020 and 2024 in Romania, investigates the challenges and strategies related to teaching and solving mathematical word problems, based on insights from 163 teachers of grades 0 to 8. The study found that students often experience anxiety when solving word problems, especially during exams, due to difficulties with reading comprehension, identifying key details, and logical reasoning. Teachers highlighted reading issues, lack of focus, and weak reasoning as major barriers. To address these challenges, teachers used strategies like fostering critical thinking, visual aids, and systematic data organization. However, overcrowded classrooms and limited instructional time were significant obstacles. Teachers advocated for modern methods, such as gamification and problem-solving competitions, and emphasized teaching step-by-step reading and comprehension techniques. The study also pointed out shortcomings in mathematics textbooks, such as unclear examples and a lack of practice problems. Teachers recommended revisions to include more varied examples, clearer instructions, and relatable scenarios to better support students' learning.