Abstract
Word problems are used in school mathematics to apply mathematics to real life or develop problem-solving skills. Our paper presents word problems as a diagnostic tool to reveal pupils' difficulties in mathematics.
The sample consists of 618 Grade 2 pupils who were assigned a mathematics test in which three word problems were included. Pupils' solutions were analysed in terms of the wrong results provided by them.
Three categories of mistakes were distinguished (mistakes at the level of the mathematical model, mistakes due to the revious wrong results, and mistakes due to inattentiveness). The results that appear in pupils' solutions could be expected to be underlain by a pupil's rational, theoretically justifiable solving procedure and our experience as researchers and teachers.
In this study, we provide possible explanations for procedures leading to these wrong results.