Abstract
Most teachers of mathematics in the 1st and 2nd grade of elementary school would certainly agree that word problems are among the most demanding subjects. Solving a word problem requires the involvement of many cognitive functions, assumes a functional connection between school curriculum and extracurricular experiences, places high demands on working memory, and above all on the connection of reading and math literacy.
And it was this last-named aspect that became the main starting point of our approach to teaching word problems. In this contribution, we will present an approach to teaching word problems offered by the team of the Faculty of Pedagogy of the Charles University in the form of a comprehensive Methodology (https://slovni-ulohy-metodika.cz) created as part of the TAČR project TL03000469.
In the second part of the contribution, we will deal with the feedback of the pupils in whose classes we tested the new approach.