Teaching Mathematical Word Problem Solving in Primary School: Reported Practices of Teachers in the Second and Third Cycles

Teaching Mathematical Word Problem Solving in Primary School: Reported Practices of Teachers in the Second and Third Cycles

• Marie-Pier Goulet, Université du Québec à Trois-Rivières, Canada

• Dominic Voyer, Université du Québec à Rimouski, Canada

doi : https://dx.doi.org/10.18162/fp.2023.771

Résumé

The nature of teaching practices regarding word problem solving methods, including the what (which method, its advantages and disadvantages), the how (the teachers’ requirements towards the students use of the method), and the why (the reasons for using it) represents a very little documented subject in scientific literature. This paper will present the main results of the first phase of a larger research program, which its primary objective was to describe the elementary school teachers’ practices relating to mathematical word problem solving methods.

Abstract

The nature of teaching practices regarding word problem solving methods, including the what (which method, its advantages and disadvantages), the how (the teachers’ requirements towards the students use of the method), and the why (the reasons for using it) represents a very little documented subject in scientific literature. This paper will present the main results of the first phase of a larger research program, which its primary objective was to describe the elementary school teachers’ practices relating to mathematical word problem solving methods.