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Students often struggle with word or story problem challenges because how to understand the equation it requires reading. If a student is having difficulty with reading comprehension they will struggle to understand what they must do.

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Students can attempt mathematical story problems better when they are familiar with the words they see in the stories or word problems. Students need to understand the vocabulary and language in mathematics; they also need to know that the math vocabulary may be used in different ways or the questions worded in a tricky manner so it is important for them to know how to comprehend what they are reading as well as how to decode the problem's equation.

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If a student read the problem once through without understanding the vocabulary or comprehending what it actually stands for, the could end up answer the question as Maria has 24 and Pablo has 8 fewer which will give them the wrong answer of 16. However, if a student who understands the vocabulary and has good comprehension they will see that the Maria has FEWER and Pablo has more. Students will need to be able to use inferring strategies to see that the equation actually is 24

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According to the article, the reason students struggle with word story or word problems is that they must be able to construct the proper context or meaning of the problem to be able to solve. Without understanding what the problem is asking or being able to understand the meaning students will struggle to solve these types of problems.

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It is essential that students learn mathematical vocabulary and their definitions or what that terminology means before attempting to solve word problems, so they are better able to construct meaning and solve correctly. Without prior knowledge of the correct terminology, students will struggle to construct the correct math problem.

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Before a student attempts to solve this problem, he/she must be able to construct the correct meaning from the word problem. The student must be able to pick out the key terms FEWER THAN and translate that to the correct mathematical statement. A student might think that he/she is supposed to subtract in this problem but, if looked at closely the student must ADD 8 more marbles to determine how many marbles Pablo has. 24+8=32

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According to the article, story or word problems do create difficulty for students. Word problems require students to use multiple skills. They must first read the problem and be able to comprehend what it is asking. Next, they have to figure out the question that has to be answered. Finally, they have to do the mathematical solving of the problem. If students lack in other curricular areas, this could give them challenges doing math word problems.

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It is very important and critical that students learn mathematical terminology before trying to solve the word problems. The terminology will be the foundation to understand the word problem. The student must understand what the word problem is asking before they can be able to calculate or answer it.

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When a student reads this problem, they must know the terminology in order to answer it correctly. They must know what "fewer than" means in order to answer correctly. They must be able to comprehend the text to know that they will actually be adding 24+8 instead of subtracting 24-8 to find out how many marbles that

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It is recommended that students learn key mathematical terms prior to solving mathematical story problems because it will be easier for them to comprehend what the problem is asking them to solve for and they will be able to correctly write the numerical equation and solve the problem. This is especially crucial for ELL learners who may not have the required language and vocabulary skills needed to solve the mathematical story problems.

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According to the article, story problems pose challenges to students because story problems require the student to utilize multiple skills.  First they must read and comprehend the problem.  Some learners may not understand the context or vocabulary of the story problems. onsequently, they may not fully grasp what the problem is even asking them to solve. Next the student must identify the question to be answered.  Finally, the student must write an equation and solve the mathematical equation.

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The misconceptions a student might have about the story problem is assuming that the problem is asking them to subtract because of the terminology "fewer than". Many times students rely on looking for key words in a word problem and use those words to solve the problem without really understanding what the problem is asking them to solve for. In this case, the words "fewer than" would automatically trigger a student to subtract 24-8, which equals 16. However, the problem is really asking the student to add 24 + 8 to find out how many marbles Pablo has. A good strategy for teachers to use with students is to read the story several times. Discuss and clarify what the story is asking them to do, and make sure they understand.

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Colin Hazelwood                                                                                          There are several reasons that they can cause problems. First off if a student can not draw meaning from the text and understand what is being asked they will struggle with word problems. Also identifying what is being asked and what they are looking to solve can get mixed up in a word problem. Once they have overcame all of the obstacles stated above they then have to actually solve the problem. To conclude my answer, their are a lot of steps in word problems and missing one step can cause the whole problem to be wrong. 

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Colin Hazelwood                                                                                          There are several reasons that they can cause problems. First off if a student can not draw meaning from the text and understand what is being asked they will struggle with word problems. Also identifying what is being asked and what they are looking to solve can get mixed up in a word problem. Once they have overcame all of the obstacles stated above they then have to actually solve the problem. To conclude my answer, their are a lot of steps in word problems and missing one step can cause the whole problem to be wrong. 

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If a student is unable to comprehend the text then they will not understand what is fully being asked of them to complete. This is especially important to an ELL student who has not yet grasped how the English Language works.

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Students may read the words "Fewer than" which usually indicates that they will be subtracting, and immediately do that with out reading the entire problem.

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Story and word problems can often be challenging to students because they require many steps for students in order to calculate an answer. The article suggests that first, students must be able to read and comprehend the problem, then, they must identify the question (What is this problem asking me to do?). After that, they must create and solve a numerical equation that fits the context of the problem. Word problems can be challenging because some students may struggle with step one, reading and comprehending, if that is the case they would be unable to complete the word problem.

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It is recommended that students learn key mathematical terminology prior to attempting to solve mathematical story problems so that it will be easier for them to write out the numerical equation that accompanies the word problem which is one of the key steps in solving a world problem. This is especially critical for ELL students, they must be given opportunities to learn and practice this mathematical vocabulary.

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With the problem listed above and referenced in the article, students may have misconceptions regarding the word fewer in the problem. When students see this word they might automatically assume that what they need to do to solve this problem is subtract. Really, this problem requires one to add 24 + 8 to find the amount of marbles Pablo has, but the word fewer might confuse students when trying to solve this problem.

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According to the article, mathematical word problems can frequently cause a challenge because of students having to read and comprehend what the problem is saying, identify the question that they need to answer, and lastly create and solve a numerical equation. English Language Learners may have trouble reading and understanding the written content due to the language barrier. If they are still learning English as a second language, they might not know the key terminology yet that is needed to solve the problem. It is highly recommended that students learn key terminology before attempting to solve any mathematical word problems.

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With the key terminology that is used in mathematical word problems, once students become familiar with the terminology, it will be much easier for them to successfully solve the problem. The key words involved are important, but understanding the language in the word problem is also vital for all students. They need to know the meaning of each word, and also be aware that the words and problems can be set up differently.

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Typically when dealing with mathematical word problems, 'fewer than' means you are going to subtract. However in this case, you are actually going to add because you want to find out how many marbles Pablo has. Students may overlook that when they see 'fewer than' and just simply subtract since that is what they are used to doing with that key term. This is why they need to be aware that the key terms can have different meanings and why it is so important that they thoroughly read the question and critically think about what it is asking.

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Story and word problems often pose challenges to students that are English Language Learners. This is because often times they are still working on mastering the English language and not only have to understand the math techniques in order to solve the equation, but they have to determine what the word problem is asking them to do.

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It is recommended that students learn key mathematical terminology prior to attempting to solve mathematical story problems because if they can identify these words and determine their meaning, then it will be a lot easier for them to figure out how to set up the equation.

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If a student were to read this problem and see the key terminology "fewer than", they might automatically assume that they need to subtract 8 from 24 and  think that the answer is 16. If they put it into context with the rest of the word problem, they would realize that the problem was really trying to tell them that Pablo has eight more marbles than Maria, who has twenty-four.

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According to the article, students have problems with word problems because they first have to read and comprehend the word problem. This poses a huge problem for ELL's because they are learning English as their second language. The other two steps in a word problem that cause a problem with students is having them figure out what question needs to be answered and creating and solving the numerical equation.

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Learning mathematical terminology is recommending prior to solving mathematical story problems. In doing this, students will be able to identify the key words and help them better understand the problem. This is especially important for ELL's. Though they may not have had problems with story problems in their home countries, having English as their second language makes it all the more difficult to read and comprehend the story problem. Knowing the key words is extremely helpful in solving mathematical word problems.

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When reading the the mathematical story problem, it is important to identify and understand key terms in the problem. If a student fails to identify and comprehend the key words, they will get the wrong answer. The key word that stands out in this problem is FEWER. A student who struggles with key terms may read this problem as Maria has 24 marbles and Pablo has 8 fewer. This would give them the answer of 16 which would be incorrect. If they identified the key term correctly they would understand that Maria has 8 fewer marbles than Pablo. So the problem would look like 24+8 which would give the solution of 32.

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Story and word problems often post challenges to students because story and word problems are made up of multiple steps. The first thing that students must do is read and comprehend what the question is asking. After that, the student must determine how to set up the problem and solve it.

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When a student were to first read this problem by keeping key terminology in mind they would see the words "fewer than" and probably automatically subtract 8 from 24. Their answer would be 16 and it would be in correct. It is important for students to take the entire wording of the problem into context so that they can realize Maria actually has "more" marbles than Pablo and that they need to add instead to get 32.

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One of the reasons students have problems with solving word problems is they do not read the entire word problem before trying to solve it. They may see a few key words and some numbers and jump to making calculations without really grasping the full context of what is the missing information that's needed to solve what is being asked.

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Knowing the meaning of the key words helps to fully understand the context of the word problem. Knowing the meaning can make writing the numerical equations easier. If a student treats key words as only clues that point to a particular operation they are more apt to mis apply the operation leading to an incorrect answer.

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Both the syntax and semantics can make this a confusing problem. The placement of the "fewer than" term can be misconstrued to Pablo having a smaller quantity than Maria. If a student reads through the problem without understanding that the "fewer than" terminology refers to the fact that Maria's quantity is less than/smaller than Pablo's amount, they will get wrong answer.

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Story or word problems can often pose challenges to students according tot he article because students who are English Language Learners are not able to truly understand what the word problem is asking. If they are ELLs and they are not able to fully understand the problem it can lead to ELLs going about doing the problem in the incorrect way, leading to the wrong answer and not understanding the concept.

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Students might have problems with the word problem listed above because they will assume they need to subtract 8 from 24, giving them the answer of 16, even though the correct answer is 32. They might get the answer of 24 because they see the key word fewer. If we teach students to only look for key words they would not understand what the problem was asking and jump to subtracting the two numbers they saw.

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It is recommended that students learn key mathematical terminology prior to attempting to solve mathematical story problems because students who are ELLs might not have the language skills to understand the word problem, but they have the mathematical understanding of being able to complete the problem. This can be true of other students as well. If students are given the opportunity to understand key terminology prior to needing to complete a word problem it gives all of the children (including the ELLs) a chance of understanding the problem instead of just guessing what math needs to be done.

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It is recommended that students learn key mathematical terminology prior to attempting to solve mathematical story problems because it is important that students can identify those key words that they need in order to solve the problem. If students can not recognize these words, then they will not be able to identify how the problem needs to be solved.

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Before a student attempts to solve this problem, he/she must be able to construct the correct meaning from the word problem. The student must be able to pick out the key terms FEWER THAN and translate that to the correct mathematical statement. A student might think that he/she is supposed to subtract in this problem but, if looked at closely the student must ADD 8 more marbles to determine how many marbles Pablo has. 24+8=32

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It is essential that students learn mathematical vocabulary and their definitions or what that terminology means before attempting to solve word problems, so they are better able to construct meaning and solve correctly. Without prior knowledge of the correct terminology, students will struggle to construct the correct math problem.

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According to the article, the reason students struggle with word story or word problems is that they must be able to construct the proper context or meaning of the problem to be able to solve. Without understanding what the problem is asking or being able to understand the meaning students will struggle to solve these types of problems.

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Word problems in math are more than just solving a math problem. With word problems, the student has to understand the text and the key words, and they have to be able to connect the key words with keywords used in math, such as difference for subtraction. Many times students will hurry and read a word problem and pull what they think is important and forget about finding the keys words, which are KEY to solving the problem correctly.

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Key mathematical terminology, or key words, are very important for students to understand before trying to solve word problems because when they read a word problem, they have to be able to find those key words to know how to solve the problem. For example, if a students reads a word problem that uses the phrase "how many more" and they choose to use addition to solve the word problem instead of subtraction they will not get the correct answer because they did not understand that "how many more" means you have to subtract.

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In this problem, if a student reads through this word problem without understanding that the key word, fewer, does not mean subtract in this problem, they will solve the problem by subtracting 8 from 24 and coming up with the answer that Pablo has 16 marbles. They have to understand that fewer in this problem means Maria, who has 24 marbles, has 8 fewer marbles than Pablo, and they need to solve the expression x+8=24 and solve for x.

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Students who do not understand word or story problems could have issues with reading. They may not be on the same reading level as the question is. Also, students can have problems with the vocabulary. It would be good to have a chart of vocabulary terms for math. Also, it would be a good idea to review the math terms regularly.

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If students have a better understanding of math vocabulary, they are more likely to understand the math problem. When students are constantly reviewing math vocabulary or using it, they are less likely to forget it.

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If students do not have a good understanding of mathematics vocabulary, this problem will confuse them. They do not understand that this is actually an addition problem. But a student with a strong math vocabulary may realize this from the beginning.

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Story or word problems often pose challenges to students who are English language learners because they might not be familiar with some of the words and terminologies that we use. Students would need to be exposed to mathematical terminologies so that they can build their  vocabulary in order to correctly comprehend word problems. Teachers should not assume that all countries use the same words that we do.

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It is recommended that students learn mathematical terminology prior to attempting to solve story problems so that they can correctly comprehend the word problems. Since they are from other countries and maybe use to terminologies there, they need to learn the new terms in this country to thoroughly understand and comprehend what they are reading.

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If a student read this problem as it is written, they could have made the mistake of seeing the word “fewer” and automatically thinking that they needed to subtract in order to solve this problem,  which would be incorrect. There are some dangers with relying on keywords in math  because it can mean something different depending on what the question is asking. Just as this example says “fewer than,” it actually means that the numbers have to be added. A teacher should consider rewording this problem so that ELLs can comprehend.

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Word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation.  When word comprehension is absent, students are lost and do not know how to solve the equation.

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Teaching English language learners the definitions of key terminology used in mathematical word problems allows for comprehension of the text of the problem, identifying the question that needs to be answered, and being about to create and solve the equation.

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If students were to focus on the key words, "fewer than" they might want to subtract and end up with an answer of "16" which is wrong. The text states, "The difference is between knowing the meaning of the words "fewer than" and using "fewer than" as a key to an operation." We want students to know the meaning of the words, but also to see them in the context of the whole problem.

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This is an addition problem but the word “fewer” can be confusing because it is also used in subtraction.

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Students must understand the words in the problem in order to understand how or what to solve. Many students especially ELs and LDs do not know mathematical terms and can’t solve word problems.

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Because students must be fluent in the reading level in which the word problem is presented as well as be able to determine what question the problem is asking and how to solve it mathematically.

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The article suggests that word problems are challenging to students because they require students to understand the text, identify the problem, and create and solve a numerical equation. This can specifically be difficult for English Language Learners because they may be unfamiliar with the terms used and can get confused with the problem as a whole because they cannot read it correctly.

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It is recommended that students learn key mathematical terminology before attempting word problems because that will make it easier for them to learn how to create numerical equations. Students must also understand the language in word problems so that they can know what they are being asked to solve. The students need to know the meaning of the words and be able to understand them in the context of the whole problem.

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If the student only picks out the numbers and the key term “fewer than” from the problem, they will likely automatically create the numerical equation 24 – 8, which would give them an incorrect answer of 16. If the student can read the problem and understand the context, they will know that they are to do 24 + 8 to find out that Pablo has 32 marbles.

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Students tend to not read the entire word problem before trying to solve the problem. They do not pay attention to key words in the word problems and thus causes them not to use the correct operation. Students need to stop and think about each sentence and what it is asking them to do before they actually begin the problem. Sometimes it is hard for them to fully understand what the word problem is asking them to do or find.

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Students must understand key mathematical terminology so they are able to identify the key words in the story problems. This will allow them to decide how to solve the problem. They must learn what key words to look for in order to determine the math operation to use. This will help them working out the problem and how to solve the problem.

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Students would see the words "fewer than" and think Pablo has less marbles than Maria when actually he has more. Students will have to really think about these word problems and identify the key concepts in this. If students were to solve 24-8 they would get 16 which is incorrect. Students should actually perform 24+8 which is 32. Finding key details and concepts in word problems and understanding what the problems are asking will be how students can successfully understand and solve math word problems.

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A major challenge for students when solving word problems is vocabulary. Many students have difficulty understanding key vocabulary words in a word problem. These vocabulary words often what tell the students what to do to solve the problem. So if a student doesn't understand the vocabulary he or she will have difficulty comprehending what the problem is asking he or she to do

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Students must know and understand key terminology before solving a story problem so they understand how to construct the story problem. Without the background knowledge of these terms students will not be able to fully comprehend the problem.

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The student might read the problem as Pablo has 8 fewer than Maria which would lead them to to construction the following equation: 24-8=16. However, they should construct the problem: 24+8=Pablos Marbles.

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Story and word problems often pose challenges to students according to the article because they have not yet acquired or mastered the English language. The students often times do not understand the meaning of the words used in the word problems. These challenges could often lead to an inability to break down word problems and complete the problem with success. Also, a lack of exposure to mathematical terminology.

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It is recommended that students learn key mathematical terminology prior to attempting to solve story problems because it will help the student know the operation to complete. Using math language in real life scenarios help students see how the terminology can be applied to words problems. Allowing students to use terminology only increases the likelihood they will understand what operation to use when solving a word problem.

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The misconceptions that students may have is relying solely on what key terminology has taught them. Students may add the two numbers together without understand the parts of the story problem. The word “fewer” is taught to mean less than, take-away, and minus. The student could also have the misconception that they are to subtract the smaller number from the larger number. This misconception derives from lower grades not teaching negative numbers. Without hearing mathematical terminology in various contexts, the student would assume their answer is correct without even thinking to add the 24 and 8 together to find out how many marbles Pablo has. It is also a misconception that a student would know what a marble is and not become more involved in trying to figure out what the object is that figuring how to break down the story problem.

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According to the article, word problems cause a problem because they require students to read and comprehend the text, identify the question, and solve the problem. ELL children may not understand key terminology in English so this could pose a bigger problem for them in understanding what is expected of them in the problem.

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Once the ELL student learns the key terminology in English, they will be able to figure out how to solve the equation. Teachers should provide them with opportunities to learn and practice these terms so they will not have problems in math. Understanding the language and what they word problem is asking is the key element to answering the question. If they do not understand what is being asked, they will not be able to solve.

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If the student only understands the key terms and not the entire language of the problem, they will misunderstand what is being asked. They will see that the problem asks for "fewer than" and will automatically assume they need to subtract 8 from 24 which will give them 16. That is not what the problem is asking them for. Instead it is sayin 24 is 8 less than what Pablo has so his amount is more than 24, it is 32.

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According to the article, students struggle with word problems because it requires them to read and comprehend the text, identify what needs to be answered and then write an equation for it.

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They require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numerical equation. Many ELLs may have difficulty reading and understanding the written content in a word problem. If a student is learning English as a second language, he might not yet know key terminology needed to solve the equation.

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If the student doesn't know the terminology for math, they are not going to know how to solve the problem. ELLs need to practice key vocabulary words in order to understand it.

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When students are reading this problem, they probably just pick out the key words of the problem. For example, they would see "fewer than" and think they would need to subtract 24-8 rather than add, which is what the question is asking for.

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While key words are very important, they are only part of the process. Understanding the language in word problems is critical for all students. They need to know the meaning of words. But because words are often used differently and problems are set up differently, there are some cautionary messages.   Example:  Maria has 24 marbles which is 8 fewer than Paolo has. How many marbles does Paolo have? If we were to only focus on using key words, "fewer than" is a signal to pick out the numbers and subtract. The student may immediately make the conclusion that the answer is 16, but that is not what the problem is asking, and the child would be wrong.

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Maria has 24 marbles which is 8 fewer than Paolo has. How many marbles does Paolo have? If we were to only focus on using key words, "fewer than" is a signal to pick out the numbers and subtract. The student may immediately make the conclusion that the answer is 16, but that is not what the problem is asking, and the child would be wrong.
Not reading it thoroughly will result in the wrong answer