Odgojno-obrazovne teme, Vol. 9 No. 1, 2026.
Izvorni znanstveni članak
https://doi.org/10.53577/oot.9.1.4
Differences in Primary School Students’ Performance in Solving Mathematical Word Problems Depending on Number Representation
Josipa Jurić
; Filozofski fakultet u Splitu
Irena Mišurac
; Filozofski fakultet u Splitu
Nina Brčić
Sažetak
Mathematical word problems require the simultaneous processing of linguistic, numerical, and cognitive information, and previous research suggests that the format in which numbers are presented may influence their comprehension and problem-solving processes. The aim of this study was to examine whether the representation of numbers in mathematical word problems—using digits or number words—affects the performance of primary school students. The study involved 209 students from the second to the fourth grade who solved three age-appropriate word problems. Half of the students received tasks in which numbers were presented as digits, while the other half received tasks in which numbers were presented as number words. The results revealed no statistically significant differences between the groups in task performance. The analysis of students’ responses showed that the most frequent errors were related to the selection and application of arithmetic operations and to understanding the structure of the problems, whereas errors associated with the interpretation of number representations were less common and more pronounced in lower grades. The findings suggest that primary school students solve word problems equally successfully regardless of the format of number representation and that general cognitive and mathematical processes play a more important role than the surface characteristics of the tasks.
Ključne riječi
digit; number word; word problems; Primary education; number representation
Hrčak ID:
349512
URI
Datum izdavanja:
17.7.2026.
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