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<p>Mathematics education, particularly problem-solving skills, significantly impacts academic and life outcomes. Persistent achievement gaps highlight the need for innovative interventions in mathematical word problem-solving. This study investigates the effectiveness of a digital gamified intervention designed to enhance word problem solving (WPS) skills among third graders. The intervention focused on mathematical schemas and vocabulary and targeting combine, change, and compare addition/subtraction problem types. Sixty-eight students participated in the study, with 38 students in the intervention group and 30 in the control group. The intervention consisted of six weekly 45-minute sessions conducted in small groups of three students each, led by trained research assistants. The efficacy of the gamified intervention program was evaluated through pre- and post-intervention assessments of WPS, mathematical vocabulary, and general vocabulary performance. Results showed significant improvement in WPS performance for the intervention group compared to the control group, while no significant changes were observed in mathematical vocabulary or general vocabulary scores for either group. A regression analysis revealed that changes in mathematical vocabulary explained 6% of the variance in WPS improvement, beyond the contribution of other factors. The findings suggest that integrating schema-based instruction and vocabulary support within brief, gamified, small-group interventions may offer a promising approach to improving word problem-solving skills in elementary education.</p>

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Playing with word problems: a digital gamified intervention to enhance word-problem-solving skills in primary education

  • 期刊论文

  • 发表日期：

    2026年3月30日

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  • Einat Nevo,
  • Anat Klemer,
  • Michal Raveh

摘要

Mathematics education, particularly problem-solving skills, significantly impacts academic and life outcomes. Persistent achievement gaps highlight the need for innovative interventions in mathematical word problem-solving. This study investigates the effectiveness of a digital gamified intervention designed to enhance word problem solving (WPS) skills among third graders. The intervention focused on mathematical schemas and vocabulary and targeting combine, change, and compare addition/subtraction problem types. Sixty-eight students participated in the study, with 38 students in the intervention group and 30 in the control group. The intervention consisted of six weekly 45-minute sessions conducted in small groups of three students each, led by trained research assistants. The efficacy of the gamified intervention program was evaluated through pre- and post-intervention assessments of WPS, mathematical vocabulary, and general vocabulary performance. Results showed significant improvement in WPS performance for the intervention group compared to the control group, while no significant changes were observed in mathematical vocabulary or general vocabulary scores for either group. A regression analysis revealed that changes in mathematical vocabulary explained 6% of the variance in WPS improvement, beyond the contribution of other factors. The findings suggest that integrating schema-based instruction and vocabulary support within brief, gamified, small-group interventions may offer a promising approach to improving word problem-solving skills in elementary education.