o:26154 Problem solving in realistic, arithmetic/algebraic and geometric context en Abstract: In the last decades, voluminous research has been dedicated to the modeling process and students’ understanding of word problems (verbally set problems with realistic context). These problems were considered as a natural framework for the development of the meaning of mathematical relations and for linking mathematical knowledge and everyday situations. In this study we examine three different contexts of verbally set problems: realistic, arithmetic/algebraic and geometric. The research sample consists of 62 fourth-grade elementary school students (10 –11 years old). The results show that there is a significant relationship between students’ achievement in problem solving in the three different contexts as well as a relationship between the choices of strategies in different contexts. It is shown that students solve problems without the use of visual-schematic representations. Surprisingly, not even in geometric context did student use visual representations. Therefore, a joint activity of students and teachers in constructing visual-schematic representations should be an important aspect not only of solving problems with realistic context, but also of solving geometry problems and problems posed in the mathematical language. Keywords: Mathematics education Word problem Context Modeling process Solving strategies 1552099 10.15390/EB.2021.8887 1552101 1300-1337 2022-06-29T08:39:44.885Z 44 yes 46 Маријана Зељић Универзитет у Београду Учитељски факултет 0000-0002-0735-9847 Милана Дабић Боричић Универзитет у Београду Учитељски факултет person 0000-0003-3168-4161 Сања Маричић Универзитет у Крагујевцу Факултет педагошких наука person 0000-0002-0464-3527 application/pdf 637834 https://phaidrabg.bg.ac.rs/o:26154 no yes 18 70 92000001 11A42 Eğitim ve Bilim Education and Science 46 208 413 430 Türk Eğitim Derneği Turkish Education Association 2021 http://egitimvebilim.ted.org.tr/index.php/EB/index