Publication at Faculty of Education |
2021
Abstract
Word problem solving is an important part of school mathematics, yet pupils often fail in it. In this case study, we investigated whether an introduction of the block model approach would help two 4th grade pupils in Kosovo to solve word problems.
Thinkaloud interviews were conducted, and their transcripts were analysed in a qualitative way. The results show that even a short introduction to the block model approach enabled the pupils to connect successfully the verbal, visual, and symbolic representations of the word problem.
This is an encouraging result showing that the block model approach can be introduced more widely.