Talk:Word problem (mathematics education)

message: As I read through this article, I could not help but feel that this point: 'No doubt the term "word problem" is sometimes regarded as meaningless' was being driven home rather forcefully. The iteration of the point that "In fact, all mathematical problems are expressed primarily in words", including the use of bold to highlight all makes it feel as though someone has an axe to grind. I am not disputing the point, but the repetition of the statement feels forced. Does anyone have any thoughts on this, (or should I butt out)? Laconic 18:19, 22 Jun 2005 (UTC)
replies: text: I put that there.  I have a times been quite irritated by the proposed dichotomy, according to which there are some mathematical problems that are expressed in words and others that are not.  This weird notion is in fact widespread among people who don't get along well with mathematics. Michael Hardy 19:50, 22 Jun 2005 (UTC)
replies: text: While I quite agree with Michael, that all mathematical problems are expressed in a combination of words and mathematical notation. I still think most people "know a word problem when they see it", however (kind of like what the Supreme Court justice said about porn), and it's still possible to come up with a reasonable "definition". I find in my classes, from college algebra to differential equations, students invariably have far more problems with "word problems" than with more computational problems. The distinction to me does not have to do with whether "words" are being used or not. This distinction is that a problem is described verbally in a way that conceals the mathematical expression of the problem. The problem is that students are not accustomed or skilled in translating descriptive statements of a situation into precise mathematical expression. Anyone who has taught college algebra knows what I mean. I believe Davis/Hersh had something to say about this in the Math Experience. 198.59.188.232 02:32, 24 October 2005 (UTC)

text: You're talking only about problems posed as exercises in textbooks, not about math problems generally.  And I think you're mistaken in thinking that the problem is primarily with translating words to symbols.  The problem is that when they're in symbols then the student can often solve them without understanding them, by applying algorithms they've been given.  Words, on the other hand, require understanding. Michael Hardy 18:43, 24 October 2005 (UTC)
thread_title:  Just commenting 

message: A Wheelof cheese is sealed in a wax covering.  The wheel of cheese is in the shape of a cylinder that has a diameter of 25 centimeters and a height of 20 centimeters.  What is the surface area of the cheese that needs to be coveed in wax?24.188.13.108 01:18, 20 December 2006 (UTC)
thread_title:  moved from the article: 

message: I hope I'm not doing too much damage but I'm trying to shift the focus on to published research on word problems. There is vast quantities of it but its hard to summarise and a lot of it is a bit obscure.
--Nick Connolly 05:04, 27 September 2007 (UTC)
thread_title:  Progressive tidy up with sources 

message: it is kind of messy, and doesn't really explain what is happening: "The answer to the word problem is that John is 15 years old, while the answer to the mathematical problem is J = 15 (and A =35)," if you actually follow the math A and J should both equal 10, then when you add 5 to J(10) it equals 15.  — Preceding unsigned comment added by 207.47.247.28 (talk) 21:29, 6 July 2011 (UTC)
thread_title:  First word problem