Abstract
The purpose of the study reported in this paper is to explore some of the common difficulties with mathematical word problems experienced by preservice primary teachers. It examines weaknesses in students’ content and procedural knowledge, with a particular focus on how they apply these aspects of knowledge to solving closed word problems. The SOLO Taxonomy (Biggs & Collis, 1982, 1991) is used to classify the processes used by students who attempted to solve a group of word problems of varying difficulty. Other characteristics of the students’ processes that are analysed include the way they used the cues provided in the problem, the way they brought in additional concepts or processes, and the types of errors they made.
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