MINDA: A Cognitive Tool for Solving
Mathematical Word Problems
Azlina Ahmad & Halimah Badioze Zaman
Faculty of Information Science and Technology
Universiti Kebangsaan Malaysia,
Abstract – For many students, mathematical word problem-
solving is one of the most demanding tasks in mathematics. It
involves both higher and lower order thinking skills. The
higher order activities in word problem-solving are the main
causes of cognitive overload among students. This paper
describes a cognitive tool developed for mathematical word
problem-solving called MINDA which is designed to reduce
the cognitive load of the students and to improve their
mathematical communication skills. A model called the
Cognitive-Communicative (C-C) model is formulated as the
basis in designing MINDA. From a study conducted on fifty-
eight Form One (7th Grade) students, we observed that there
is a significant difference in the students’ achievement in
solving mathematical word problems.
Keywords – Word problem-solving, mathematical
communication, cognitive tool, cognitive overload.
1. INTRODUCTION
Word problem-solving is an essential skill that should be
acquired when learning mathematics. It is a form of
contextual approach in learning mathematical concepts
such as concept of numbers. Various research have
suggested that students can learn both concepts and skills
and strengthening existing knowledge by solving
problems involving students’ formal and informal
knowledge [1], [2], [3]. For example in learning fractions,
embedding them in word problems depicting real life
application of fractional numbers is the best way to bring
meaning to these abstract numbers.
Nonetheless, word problem-solving is one of the most
challenging tasks in mathematics for most students. It
requires the solver to translate the problem into the
language of mathematics, where we use symbols for
mathematical operations and numbers for knowns and
unknowns.Mayer [4] states that problem-solving
comprises of two main steps: (1) representing the problem
and (2) searching for a means to solve the problem. From
our preliminary investigation involving fifty-seven Form
One (7th Grade) students, we found that majority of them
978-1-4244-6716-7/10/$26.00 ©2010 IEEE
Siti Salwah Salim & Roziati Zainuddin
Faculty of Computer Science and Information
Technology Universiti Malaya, Malaysia
were having difficulties in the initial step of the process
that is the problem representation phase [5]. The
difficulties we observed from the preliminary study are
summarized as follows:
x Difficulty in mathematical communication;
students’ lack of concern of the mathematical
syntax and grammar and their interpretation.
x Difficulty in comprehending the given word
problem (semantics) and represent the problem
with the correct equation/s to get the answer.
Word problem-solving is an example of abstract
process in mathematics. In learning to solve word
problems, the students need to have different types of
knowledge namely linguistic, semantic, schema,
procedural and strategic knowledge [5]. Development of
all the five types of knowledge is vital in the development
of students’ problem solving skills.
Word problem-solving involves both higher and lower
order thinking skills. Higher-order thinking skills
associated with word problem-solving include
“visualization, association, abstraction, comprehension,
manipulation, reasoning, analysis, synthesis and
generalization” [6] The presence of higher-order activities
in word problem solving process explains the common
occurrence of cognitive overload among students during
the problem solving process. According to Cognitive Load
Theory, cognitive overload disturbs the students’ learning
process [7].
II. THE COGNITIVE-COMMUNICATIVE (C-C)
MODEL
By relating the observations made during the preliminary
study to learning and communication theories, the
Cognitive-Communicative (C-C) model is formulated.
The model is shown in Figure 1. The C-C model is
 formulated for the purpose of enhancing mathematical One approach that can implement the C-C model is
communication among learners and to improve their through a computer-based learning environment. With the
cognitive processes during word problem solving. intervention of computers in education, abstract processes
such as word problem-solving can be visualized using
CONSTRUCTION OF
EQUATION
computers. Visualization is the basis for the abstract
mental representation of the human physical [8].
- Question asked
PROBLEM
EXTRACTION - Forming equation/s

- facts given THEORIES OF LEARNING Visualization provides an avenue for understanding and
Constructivism
- diagrams
learning especially when it involves cognitive functions.
Cognitive STRATEGIES
Behaviourism

INSTRUCTIONAL
APPROACH
III. OVERVIEW OF MINDA
SCHEMA Worked Graphics/ KEYWORD
Examples Diagrams
SOLVING
PROBLEM Scaffolding
EQUATION
COMPREHENSION
REWORDING
Selecting and
Most educational systems used two types of approaches;
- Reading
Intrapersonal Interpersonal
applying
appropriate
algorithm
the computer-as-tutor approach and the computer-as-tool
- Understanding THEORIES OF COMMUNICATION
approach. The computer-as-tutor approach is intended to
- Situational
characteristics provide computer-based lessons for students. It is an
ANSWER
approach whereby students learn ‘from’ technology. On
the other hand, the computer-as-tool approach is intended
to provide learning ‘with’ technology for students. The
students perform tasks and the computer is not the source
Figure 1: The Cognitive-Communicative Model of information but merely representation of the
information.
To further illustrate that the C-C model is capable of
Our learning environment named MINDA applied the
producing the expected result, an example is applied to the
blended approach of computer-as-a-tutor and computer-
brief walkthrough of the word solving process. The
as-a-tool in order to fulfil the principles underlying C-C
sample of the word problem used for the walkthrough is
model. Since MINDA applied the combination of the two
given below:
approaches (computer-as-tutor and computer-as-tool) that
7 1 are mutually supporting each other, it is logical that it
Kumar has m of rope. He used m to tie a box.
8 2 consists of two interdependent modules; WPL (Word
Calculate the length of rope left. Problem Lab) and a learning courseware. WPL is a
cognitive tool that displays the five key steps in word
Figure 2 represents the flow of the walkthrough using the problem. Each key step allows the application of the
given word problem. different strategies and vital activities in word problem
solving process. At every key step, communication facility
Kumar has 7/8 m of rope. He used ½ m is provided and various support tools can be accessed. The
The length of rope
left is 3/8m
to tie a box. calculate the length of rope learning courseware is a multimedia-based tutorial module
- Refer to left
worked example for solving fraction word problems. It provides lessons for
LEARNING 5 - Scaffolding LEARNING four situational types of fraction word problems namely
THEORY Write 1 THEORY
COMMUNICATON answer Read - Type: length Weight, Height/Length, Money and Quantity of Objects.
What is the
THEORY
L=7/8 m – ½ m Option
problem
problem type? I have 7/8 m of
The courseware applied the five key steps in word
= 3/8m Reword
rope. I used ½ problem solving in all its lessons. The various strategies
Understanding m to tie a box.
4 Look for Calculate the and vital activities in word problem solving are also
keywords
Solve equation
length of rope
incorporated in the courseware. Figure 3 displays the two
LEARNING THEORY main components of MINDA
COMMUNICATION
THEORY
3 Listing facts
Using
2 A. Requirements of MINDA
- What is the What is the
diagram
length of rope left? question?
What is the known LEARNING THEORY
R =initial length of & unknown - 7/8 m of rope
- used ½ m
Requirements of MINDA are identified based on the C-C
rope variable?
U =used length of Represent known
COMMUNICATION
THEORY ½ m used model. These requirements are described in relation to the
rope
L=length of rope
& unknown
variable? 7/8m rope ? two users of MINDA namely the student and the teacher.
left Construct We identified requirements of MINDA based on each step
of the word problem solving process. Table 1 display the
Figure 2. Flow of Walkthrough Scenario requirements of MINDA based on the C-C model for
Problem Comprehension step of word problem solving.

Student’s Interface
The system also provides facilities for students to
communicate and submit their answer to the teacher. As
for the teacher, at this step, the system allows a teacher to
COGNITIVE
input, display and edit word problems. At this step too, the
TOOL (WPL) system provides communication facility for a teacher to

Teacher’s Interface
send comments on the students’ answer for a given word
problem. In order to accommodate the requirement that
the system allows student to activate the learning material
Student LEARNING
COURSEWARE
Teacher
at each key step of the word problem solving process, the
courseware module is made part of WPL. Therefore, WPL
and courseware can be used interdependently. The
graphical representation of the tools and facilities of WPL
which includes the courseware module is displayed in
Figure 3: Components of MINDA Figure 4. From the figure, the courseware module, the
reflection tools and the help tools are classified as support
The Problem Comprehension step represents the first tools of WPL. Facilities of WPL consist of text input, text
phase of the word problem solving process. Thus, editor, text display, data storage, save/retrieve file,
different skills and knowledge required to perform this drawing facility and communication facility. The purpose
step include linguistic, semantic, schema and both of the support tools is to provide word problem solving
intrapersonal and interpersonal communication. The resources for reflection and guidance.
strategies chosen for this step are keyword and rewording
strategy. The instructional approaches include using
B. System Architecture of MINDA
various worked examples and scaffolding. Therefore,
based on the C-C model, at the Problem Comprehension
step, aside from input, edit and display word problems, the MINDA adopts the client-server architecture since it
systems allows the student to activate learning materials emphasises on mathematical communication, both
and facilities related to word problem-solving. intrapersonal and interpersonal in nature. The learner is
guided throughout the word problem solving activity to
TABLE 1. REQUIREMENTS OF MINDA BASED ON THE C-C
produce a solution which is correct in terms of the
MODEL FOR PROBLEM COMPEHENSION STEP mathematical syntax and grammar. At each level of the
word problem-solving process, the learner can submit his
Key Step Strategies Types of Strategie Related Requirements answer to the teacher and the teacher can submit her
of Word and Vital Know- s and Theories comment back to the learner. Detail discussion can also be
Problem Activities ledge/ Instruc- done using the discussion function which creates a chat
Solving within Skills tional
Each Key Required App- room for both parties to interact. For all types of
Step roach communication involved in MINDA, connection is
Problem Reading Linguistic Worked User: Teacher
Compre- and Exam- The system allows established using IP and port number of the server.
the teacher to:
hension understand Semantic ple Cogn-
x Input word
Communication between client and server is accomplished
-ding given itive
word Schema Key- Theory
problems and save using Window Socket (WinSock). With this architecture,
them according to
problem words the four situational learner and teacher can stay connected during the learning
Strategy types (Weight,
process. It is through the submission of the problem
Height/Length,
Identifying Scaffol- Money and solution that the learner needs to apply correct
Quantity of
situational ding Objects). mathematical language for successful communication
character- Communi-
ristics of
x Edit and display
word problems.
between himself and the teacher.
problem cation Rewor- x Communicate
Commu
ding with student.
nication C. Interface Design of MINDA
Strategy
Theory User: Student
Rephrasing
The system allows
problem the student to:
for better x Input, edit and The interface design of WPL is very important because it
understand
-ding of
display
problems.
word
has to display the whole problem solving process. The
problem x Activate visual display of every step involved in word problem
learning materials
and facilities solving is intended to keep the cognitive load of the
related to word
problem solving
students at minimum. Thus, the interface of WPL consists
and fractions of: the word problem-solving steps, support tools,
x Communicate
with teacher. communication facility, mathematics facility and drawing
x Submit answer
to teacher.
facility as shown in Figure 5.
 Tools and Facilities

Answer Problem
LEARNING
Comprehension
COURSEWARE

Text Input Text Editor

Text Display Data Storage

Save/ Retrieve File Communication Problem Extraction

Facility
Solving Equation
Reflection
Tools Help Tools
Drawing
Mathematics Facility
Facility

Construction of
Equation

Mathematics
Facility

Figure 4 Tools and Facilities of WPL

Figure 5. Print Screen of WPL Interface Figure 6. Print Screen of Main Menu of Courseware

On the other hand, the learning courseware for
mathematical word problem solving is tutorial based. The
problems are divided according to their situational types.
The four types of word problems included in this study are
Quantity of Objects, Height/Length, Money and Weight.
Figure 6 displays the main menu of the learning
courseware.
The learning courseware applies the contextual approach
whereby the situation described in a word problem is
displayed using multimedia elements of graphics, text,
audio and animation. Figure 7 displays a sample screen of
the learning courseware.
 Start

Login:
-Username
-Password
Input own
No
question
Teacher’s
Question?

Yes

Select question

Display
Question

Submit
Figure 7. A Sample Screen of the learning courseware Do step 1 to answer if
step 6 of the monitored
word problem by teacher
Yes solving process
There are many activities that students can perform in WPL
during their interaction with MINDA. Once the problem
Next
has been displayed, the students perform the vital question?
activities of word problem solving process. At each step of Print Solution
these activities, they can activate the various support tools No
and facilities of MINDA. At the end of the session,
students can submit their answers if the session is END
supervised by a teacher. Figure 8 shows the flow of
activities in MINDA. Figure 8. Flow of Activities in MINDA

IV. CONCLUSION
MINDA was tested with sixty-five students from a local
secondary school. The results of the experiment show that
MINDA made an overall positive difference in the
students’ achievement in word problem-solving. Thus,
this indirectly proves that the instructional approach
applied in MINDA is effective in helping students
improve their word problem-solving skills. It has
successfully proven that the introduction of mathematics
as a language via written solution of a word problem can
bring positive effect on students’ performance in this area.
The intervention of computer-based learning environment
in students’ learning was found to be beneficial and
feasible. However, research in this area need to continue
in pursuit of solutions that can assist students in their
difficulties. There are many aspects of word problem-
solving still unexplored.
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