Abstract
In the article I have presented a proposal to amend the existing methodology of teaching to solve additive compare word problems by introducing a curriculum based on the constructivist approach. When the sets are not equal and one set has more elements than the other, a surplus of is visible and one can ask a natural question: How many more? The results of the constructivist introduction to teaching additive compare problems proved to be optimistic. Almost all pupils succeeded in simple situations, answering the question: How many more?, although they had not studied these issues at school. This suggests that the pupils beginning school education already possess some extracurricular personal knowledge on the subject.
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