Creating

Mathematical
Word Problems
DEPARTMENT OF EDUCATION
 Questions

• Which part of the

math curriculum do
we encounter word
problems?

• Which part of the

lesson do our pupils
encounter word
problems?
 Objectives

At the end of the two-hour session, you should

be able to:

• state the meaning of mathematical word

problems (MWP) and its importance;

• generalize the reasons for the inclusion

of creating word problems in the
curriculum;
 Objectives

At the end of the two-hour session, you should

be able to:
• create mathematics word problems
following the suggested structure of a
word problem and problem posing
situations; and
• choose and develop activities and
strategies on how to teach creating of
word problems to grade 6 pupils.
 Activity 1

A mathematical word problem

is like ______ because_____.
 Examples

A mathematical word problem

is like a gift because you are
excited to open it .

A mathematical word problem

is like a deep forest because
you can be lost .
Sample Answers
 Mathematical Word Problems

Word Problems
Real-life

Classroom

TESS-India, 2014
 Pause & Reflect

• As a learner, how did you perceive

MWP?

• In your classroom, how are MWP

perceived by your students?
 What is a Mathematical Word Problem?

Real-life
Situation

MWP
Math Finding
Concepts Solution

Barwell, 2003,& TESS-India, 2014

Conceptual Framework of Math Education

p2
 Creating Word Problems in CG

EXAMPLE

The learner creates problems (with reasonable

answers) involving addition and/or subtraction of
fractions.

p143
Mathematical Word Problems

Creating word problems

Solving word problems

21st Century Skills
 Activity 2
Create a mathematical word problem given
the topic based on the Grade 6 LC.
Group 1: Addition/Subtraction of Fractions
Group 2: Addition/Subtraction of Fractions
Group 3: Multiplication of Fractions
Group 4: Multiplication of Fractions
Group 5: Division of Fractions
Group 6: Division of Fractions

Your group is only given 10 minutes to do this.

Development of Curriculum
Mathematics curricula in several
countries have acknowledged the
impact of problem posing (creation of
word problems) on instruction.

Stoyanova & Ellerton , 1996

 What is problem posing?

generation of new problems and the

re-formulation of given problems from
situation or experience.

(Silver, 1992, 1993, 1995)

File, p46

Human beings are essentially

narrative beings, telling stories
to themselves and other
as a way of making sense of the world.’
Bruner, 1986
 Reasons to Teach Creating MWP

• helps to build an understanding of

mathematical ideas and lead to greater
problem solving skills
• makes the classroom student-centered
• gives pupils a sense of ownership and
sense of responsibility

Cunningham, 2004; Grundmeier, 2003; Silver, Kilpatrick & Schelesinger, 1990;

TESS, 2014; Within, 2006
 When can problem posing be used?

Before PS when problems are being generated

from a given contrived/naturalistic
situation

During PS one can intentionally change some of

the problem goals or conditions

After PS problems are generated on the basis

of the experience gained by solving a
particular problem or set of problems

(Silver, 1992, 1993, 1995)

 Activity 3
Based on the guide questions, analyze and revise (if
needed) the created word problem of another
group. Then, solve the problem.

(Note to trainer:
Place the names of the groups here and their assigned
word problem to be critiqued.)

Your group is only given 10 minutes to do this.

 Guide Questions

a) What is the problem all about? (Content

standard and Setting)

b) Is the level of language used appropriate to

the grade 6 pupils?
 What are the parts of a word problem?

Information

Questio
Set-up
n

MWP
Barwell, 2003
 Pause & Reflect

• Do we need to teach the structure

of a MWP explicitly? Why or why
not?
 ‘What if not?’ Strategy

Maria bought 1½ kilos of mangoes and

¾ kilo of bananas. How many kilos of
fruits did she buy?
 What if not? Strategy

Structure Given Alternatives

Set-up    

Information    

Question    
 Problem Posing Situations

Free

Semi-structured

Structured

Krutetskii, 1976 & Stoyanova, 1996

 Free

• generate problem from a given unnatural

and realistic situations
• some directions may be given to prompt
specific actions

Stoyanova & Ellerton, 1996

 Free

1. Everyday life situations

2. Free problem posing
3. Problems I like
4. Problems for math competition
5. Problems written for a friend

Krutetskii, 1976 & Stoyanova, 1996

 Free

Write a math competition question.

Krutetskii, 1976 & Stoyanova, 1996

 Semi-structured

• used problem with unstated questions

• used problem with insufficient
information

Stoyanova & Ellerton, 1996 & Krutetskii, 1976

 Semi-structured

1. Open-ended problems (mathematical

investigations)
2. Problems with similar solutions or
number sentence
3. Problems related to specific theorems
4. Problems derived from a given picture

Krutetskii, 1976 & Stoyanova, 1996

Semi-structured
Semi-structured
 Structured

1. Situations for understanding the formal

structures of the problem

2. Situations for understanding the formal

structure of the solution

Krutetskii, 1976 & Stoyanova, 1996

Structured
 Structured

Krutetskii, 1976 & Stoyanova, 1996

 Activity 4
Create different problem posing situations.
Consolidate your answers in the given sheet.

LC: Create problems (with reasonable

answers) involving addition and/or
subtraction of fractions.

Your group is only given 10 minutes to do this.

 Examples
Types Situations
Free Create a word problem about addition
of fractions.
Semi- Create a word problem for this
Structured mathematical sentence:
1 ½ + 2 ¼ = N 
Structured Solve the given problem below, then
create a similar problem to this:
Nina had 1 ½ kg of mangoes, while
Nilo had 2 ¼ kg of banana. How many
kilos of fruit did they have together? 
 Guide Questions

• Will this strategy be appropriate and

effective to grade 6 pupils? Why or why
not?

• What are the advantages of using this

strategy or the challenges that you might
encounter when applied in your
classroom?
 “We cannot solve problems
with the same thinking we
used when we created them.”

- Albert Einstein -