On teaching of word problems in the context of early algebra

This study reports a project on teaching word problems in early algebra for primary and lower secondary students. The word problems approach consisted of a set of connected activities in which problem solving, argumentation and problem posing were infused. The project aims to promote in students, within the usual classroom activities, inquiry attitude in problem solving, and awareness of the emerging mathematical objects. It engages them in argumentation activities to justify mathematical properties and in modelling processes. Results of one of the experiments of the project in a class of 5th grade students are reported. Within this study, we aim to: (a) orient the students to make argumentations of a solving process in general terms, (b) facilitate them to explore the corresponding numerical expressions for different series of numerical data, and (c) engage them in solving new questions that arise during their activities. The viability of the project is discussed in light of the results of the experimentation. The chapter is concluded with suggestions for the research and reflections on the teacher’s role in such a problem solving approach.