Action research on and for word problem solving: How can Pólya’s problem-solving steps be interpreted and enriched in an elementary school?

This action research aimed to improve elementary students’ skills in solving mathematical word problems, involving five third- and fourth-grade classes in a Hungarian town. Researchers and elementary teachers collaboratively designed and delivered a 20-lesson intervention program. Through initial, mid-term, and final discussions, a shared understanding of goals and instructional strategies emerged. Changes in students’ performance, attitudes, beliefs, and problem-solving behaviors were assessed through pre- and post-tests and questionnaires, while teacher interviews provided qualitative insights. Findings indicate a significant improvement in students’ problem-solving success and specific problem-solving behaviors. However, shifts in students’ attitudes and beliefs were unexpectedly nuanced, potentially reflecting either unintended effects of the intervention or increased self-awareness and honesty in expressing their views on mathematics. Teachers reported multiple positive effects, including greater instructional flexibility and a stronger focus on visual representations. Notably, they observed enhanced engagement and creativity in students, even among those initially struggling with word problems.