Abstract
The monograph is devoted to the topic of word problems in mathematics. It presents the results of research focused on the question as to which of the aspects related to the structure of word problems can increase their difficulty, to what extent and why.
The research consisted of both the quantitative (a didactic test) and qualitative parts (task-based interviews). The linguistic, mathematical and psychological variables/parameters present in the text of word problems were investigated.
Out of a wide range of attributes which characterise word problems as a specific genre/type of communication, eight variables were selected for further examination. The research sample consisted of primary school pupils from Grade 3 to Grade 9.
There were six rounds of testing. The total of 3 300 pupils provided solutions of 11 000 tests, with four to six word problems each.
Variants of word problems were formulated, differing in one or two variables. Each variant was solved by one of the four equally able groups determined with the use of techniques of the Item Response Theory.
To identify statistically significant differences in the pupils' achievement between the variants, an independent two-sample t-test was used. The influence of all the variables was also studied through interviews with pupils which shed more light on the nature of their difficulties when solving the word problems.
On a more general level, we confirmed the pupils' tendency to use superficial solving strategies. We showed that this tendency could be prevented by presenting them with problems with some complicating variable (such as the inconsistent language or irrelevant number).
The book ends with brief didactic recommendations both for teachers and for the authors of word problems (including textbooks authors) from the point of view of all three fields, mathematics, linguistics and psychology.