Abstract
The research mapped chemistry-oriented university freshman students' ability to solve chemical calculations. Their success was monitored based on several factors such as their faculty, field of studies, the type of calculation and the assignment type (word problem vs. formula). The results indicate a significant need to change the approach to teaching chemical calculations - the students were rather unsuccessful in the tasks. The obstacles they face include the ability to identify a problem, understand the concepts of calculation and appropriately adjust the correct use of the mathematical apparatus. These findings represent an impulse for teaching in upper-secondary school as well as to introductory university courses.
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