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What makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing.

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Title: What makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing.
Authors: Sanders, Miriam1 (AUTHOR) msande27@uwyo.edu, Kwok, Michelle1,2 (AUTHOR), Gooden, Micayla1,2 (AUTHOR)
Source: Journal of Mathematical Behavior. Dec2025, Vol. 80, pN.PAG-N.PAG. 1p.
Subject Terms: *Word problems (Mathematics), *Problem solving, *Discourse, *Curriculum planning, *Student teachers
Abstract: Being able to solve word problems requires understanding and skills to address the complex interaction between distinct yet interrelated mathematical, linguistic, and contextual features. As word problems increase in complexity by requiring multiple steps in the solution process, students are faced with additional challenges. Effective integration of problem posing into mathematics curricula and instruction requires providing teachers and preservice teachers with comprehensive problem posing instruction. To this end, the authors have employed a variety of problem posing tasks and strategies to support pre-service teachers. The authors analyze 56 samples of problems posed by preservice teachers enrolled in a problem solving course. The findings illuminate the mathematical and linguistic features of two-step word problems to understand what makes for clear, solvable word problems. Implications include resources to inform curricular development, assessment, as well as future research directions in the complexities of two-step word problems. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Being able to solve word problems requires understanding and skills to address the complex interaction between distinct yet interrelated mathematical, linguistic, and contextual features. As word problems increase in complexity by requiring multiple steps in the solution process, students are faced with additional challenges. Effective integration of problem posing into mathematics curricula and instruction requires providing teachers and preservice teachers with comprehensive problem posing instruction. To this end, the authors have employed a variety of problem posing tasks and strategies to support pre-service teachers. The authors analyze 56 samples of problems posed by preservice teachers enrolled in a problem solving course. The findings illuminate the mathematical and linguistic features of two-step word problems to understand what makes for clear, solvable word problems. Implications include resources to inform curricular development, assessment, as well as future research directions in the complexities of two-step word problems. [ABSTRACT FROM AUTHOR]
ISSN:07323123
DOI:10.1016/j.jmathb.2025.101267