Forms of Representation for Solving Mathematical Word Problems — Development of an Intervention Study

Complex word problems and brainteasers whose solutions are not immediately apparent represent a challenge for many students (Kulm, 1990). “The learners do not believe they can spontaneously master the situation, which may simply be unfamiliar and require a solution that is ‘new’ for the individual” (Bruder & Collet, 2011: 11). Not only do primary school students have difficulties finding suitable solutions for these kinds of problems but older learners do as well (Hohn, 2012; Rasch, 2008). According to Rasch (2008), the reasons for this are, first, the demanding mathematical structures typical of these problem-solving tasks, and second, the fact that the tasks are embedded in everyday situations. Indeed, it is not immediately evident to the children which of the familiar basic arithmetic models need to be applied, thus making the task more difficult.