The effect of word problem formulation on the realistic reactions of prospective primary school teachers

Jakub Liptak 1 *
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1 University of Presov, Presov, SLOVAKIA
* Corresponding Author
EUR J SCI MATH ED, Volume 13, Issue 4, pp. 466-479. https://doi.org/10.30935/scimath/17514
Published: 04 December 2025
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ABSTRACT

Word problems are frequently used math problems that aim to bridge the gap between school mathematics and real life. As real-life situations usually involve many factors, word problems should not be oversimplified by focusing only on the numerical information provided by word problem statements. Furthermore, students should be expected to solve word problems by incorporating real-life aspects and scenarios to accurately model and solve real-life problems. The study aims to investigate the occurrence of realistic reactions (RRs) among prospective primary school teachers in solving a non-standard word problem. Additionally, four variations of the word problem were designed, differing in their formulation. Consequently, the study examines whether the wording of a non-standard problem, focusing on different levels of personalization, influences the number of RRs among participants. A cohort of 336 prospective primary school teachers participated in the study and were divided into five groups, each solving a different version of the non-standard problem. The results confirmed the initial assumption regarding the effect of personalization on the number of RRs. The paper discusses specific instances of each problem version in detail.
Keywords: mathematics education, word problems, realistic modelling, teacher training

CITATION

Liptak, J. (2025). The effect of word problem formulation on the realistic reactions of prospective primary school teachers. European Journal of Science and Mathematics Education, 13(4), 466-479. https://doi.org/10.30935/scimath/17514

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