Maths

Why worded problems are tricky (and why they matter)

At Essex Heights, we often see children who can calculate confidently until those same numbers appear in a story. Suddenly, what once seemed clear becomes confusing. This is the challenge of word problems, a part of maths that combines numbers, language and reasoning all at once.

To solve a problem like “Mia has 3 bags with 8 apples in each. How many apples does she have altogether?” students need to read and understand the story, decide which information matters, choose the operation that fits, and then work out the calculation. It’s easy to see why this can be difficult, especially when a single word like “each” or “left over” can completely change what the question is asking.

Context also plays a big role. When the situation feels familiar, children can picture what’s happening and make sense of it. When the story is abstract or full of unnecessary details, the maths can seem hidden. Teachers think carefully about how to build that bridge between the story and the numbers.

In our classrooms, they are central to developing mathematical thinking. Teachers model how to unpack the language, make simple sketches, estimate, or rephrase a question in their own words. Class discussions help students see that there are often different ways to approach the same problem and that being “stuck” is part of genuine problem solving.

At home, one of the most helpful things you can do is to vary the language you use around numbers. Words like altogether, difference, before, after, and left over each signal different kinds of mathematical thinking. Using these in natural conversations, such as when comparing times, sharing food, or working out change, helps children tune in to how language shapes the maths behind a situation. Over time, this strengthens their ability to interpret word problems with confidence and flexibility.

Kelvin Tang

Mathematics Learning Specialist