Free Access to Volume 52.1

Mathematical word problem solving: Psychological and educational perspectives

Word problems are among the most difficult kinds of problems that mathematics learners encounter. Perhaps as a result, they have been the object of a tremendous amount research over the past 50 years. In 13 papers within this special issue an overview of the research literature on word problem solving is developed by pointing to a number of major topics, questions, and debates that have dominated the field. This overview will provide teachers and researchers with knowledge  how to avoid pitfalls and overcome learning barriers.

Read the articles in this issue for free until the end of August 2020!

Word problems in mathematics education: a survey
Lieven Verschaffel, Stanislaw Schukajlow, Jon Star and Wim Van Dooren

Word problem solving and pictorial representations: insights from an exploratory study in kindergarten
Iliada Elia

What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills
Nonmanut Pongsakdi, Anu Kajamies, Koen Veermans, Kalle Lertola, Marja Vauras and Erno Lehtinen

Comparing eye movements during mathematical word problem solving in Chinese and German
Anselm R. Strohmaier, Anja Schiepe-Tiska, Yu-Ping Chang, Fabian Müller, Fou-Lai Lin and Kristina M. Reiss

Comparing German and Taiwanese secondary school students’ knowledge in solving mathematical modelling tasks requiring their assumptions
Yu-Ping Chang, Janina Krawitz, Stanislaw Schukajlow and Kai-Lin Yang

Simple pictorial mathematics problems for children: locating sources of cognitive load and how to reduce it
Ernest C. D. M. van Lieshout and Iro Xenidou-Dervou

Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners
Lynn Fuchs, Douglas Fuchs, Pamela M. Seethaler and Marcia A. Barnes

Measuring and investigating strategic knowledge about drawing to solve geometry modelling problems
Johanna Rellensmann, Stanislaw Schukajlow and Claudia Leopold

Learning to be an opportunistic word problem solver: going beyond informal solving strategies
Katarina Gvozdic and Emmanuel Sander

Teaching students with mathematics disabilities to solve multiplication and division word problems: the role of schema-based instruction
Ahmed Alghamdi, Asha K. Jitendra and Amy E. Lein

How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?
Marie-Pier Goulet-Lyle, Dominic Voyer and Lieven Verschaffel

The role of pre-algebraic reasoning within a word-problem intervention for third-grade students with mathematics difficulty
Sarah R. Powell, Katherine A. Berry and Marcia A. Barnes

Teachers’ pedagogical content knowledge in teaching word problem solving strategies
Csaba Csíkos and Judit Szitányi