Abstract
Time has been conceived in our country since the first grade of primary school in an inconsistent, partly intuitive and not always graded way. The individual subjects in this area do not cooperate much.
Different views of time range from time independent of the finger through time landmarks , periods to time perceived as a continuum. Classification of tasks and their fractionation may reveal some of the reasons for students' failure to solve problems.
The linguistic tools expressing time also play a role in influencing problem solving Linguistic tools present time in dynamic mathematical problems sometimes as marginal and sometimes as crucial.