Abstract
The lecture reported on wide research, carried out by a team of researchers from mathematics education, linguistics, psychology and pedagogy, which 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 lecture paid attention both to the methodology and (selected) results of research and to the materials designed by the team which are piloted in mathematics lessons throughout the primary school.