View in EDS

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

Saved in:
Bibliographic Details
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]
Copyright of Journal of Mathematical Behavior is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 187721685
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: What makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Sanders%2C+Miriam%22">Sanders, Miriam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> msande27@uwyo.edu</i><br /><searchLink fieldCode="AR" term="%22Kwok%2C+Michelle%22">Kwok, Michelle</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gooden%2C+Micayla%22">Gooden, Micayla</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Mathematical+Behavior%22">Journal of Mathematical Behavior</searchLink>. Dec2025, Vol. 80, pN.PAG-N.PAG. 1p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Word+problems+%28Mathematics%29%22">Word problems (Mathematics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse%22">Discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Mathematical Behavior is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187721685
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1016/j.jmathb.2025.101267
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 1
        StartPage: N.PAG
    Subjects:
      – SubjectFull: Word problems (Mathematics)
        Type: general
      – SubjectFull: Problem solving
        Type: general
      – SubjectFull: Discourse
        Type: general
      – SubjectFull: Curriculum planning
        Type: general
      – SubjectFull: Student teachers
        Type: general
    Titles:
      – TitleFull: What makes a math word problem solvable and clear? An analysis of pre-service teachers' two-step problem posing.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sanders, Miriam
      – PersonEntity:
          Name:
            NameFull: Kwok, Michelle
      – PersonEntity:
          Name:
            NameFull: Gooden, Micayla
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 07323123
          Numbering:
            – Type: volume
              Value: 80
          Titles:
            – TitleFull: Journal of Mathematical Behavior
              Type: main
ResultId 1