Solving word problems - a crucial step in lower secondary school education

• Published in: Teaching Mathematics and Computer Science Vol. 23; no. 1; pp. 47 - 68
• Main Author: Fülöp, Zsolt
• Format: Journal Article
• Language: English
• Published: Debrecen University of Debrecen 03.06.2025
• Subjects: Abstract Reasoning; Algebra; Arithmetic; Class Activities; Cognition & reasoning; Cognitive ability; Computation; Didacticism; Difficulty Level; Education; Equations (Mathematics); Individualized Instruction; Learning; Learning Activities; Mathematical Concepts; Mathematical Formulas; Mathematical problems; Mathematics; Mathematics Education; Mathematics Instruction; Middle Schools; Numbers; Numerical analysis; Opinions; Problem solving; Reasoning; Scaffolding (Teaching Technique); Secondary schools; Students; Symbolic Learning; Teaching; Word Problems (Mathematics); Word Recognition
• DOI: 10.5485/TMCS.2025.14657
• ISSN: 1589-7389

Algebra is considered one of the most important parts of Mathematics teaching and learning, because it lays the foundations of abstract thinking as well as reasoning abilities among the lower secondary school pupils who have just transited from the world of numbers and computations to the area of equalities, signs, symbols and letters. The present article focuses on the fact that how the transition from arithmetic to algebra can be made more smooth. We have concentrated our experiments towards the approach of algebraic reasoning and its utilities in filling the gap between arithmetic and beginning algebra in lower secondary school education.We also underline the importance of another approach in overcoming the challenges in the transition from arithmetic to algebra, to enhance and make algebraic learning more effective, with special considerations to word problem-solving processes. In our opinion, we have to go through three phases in the introducing of algebra in Grade 7 Mathematics education: Regula Falsi method (based only on numerical calculations); functional approach to algebra (which combines the numerical computation with letter-symbolic manipulation); and writing equations to word problems. The conclusions of the present article would be helpful to Mathematics teachers for applying themselves to develop the pupils’ interest in word problem-solving processes during algebra teaching classroom activities. Subject Classification: 97B10, 97C30, 97C50, 97D10, 97D40