Picture this: your child has aced their quiz on four operations with multi-digit numbers. They finished first in the class. They know the standard algorithms inside out. So why do they freeze the moment maths word problems appear? Why do they stare at the page and not know where to start?
It is one of the most common and frustrating gaps parents notice. A child who is clearly capable of doing the maths falls apart the moment numbers are wrapped in words.
Why maths word problems feel so different
Familiarity with basic operations and standard algorithms is vital for building a solid maths foundation. Knowing maths vocabulary matters too. But as curriculum and assessment move increasingly toward testing critical thinking skills rather than simple calculations, more and more students are getting frustrated and discouraged.
Many children tell themselves: “I know how to do the maths, but there is too much reading in this problem. I don’t know where to start.”
This is not a maths problem. It is a problem-solving and reading comprehension problem — and those are skills that can be taught. Research from the Australian Curriculum, Assessment and Reporting Authority (ACARA) highlights mathematical reasoning and problem-solving as core proficiencies across all year levels, not optional extras.
Strategies that actually help
There is no single right approach. Different strategies work for different children, and finding the right fit takes some trial and error. Here are two that are well worth trying.
Circle and underline key information
Encourage your child to read the problem twice. On the second read, circle the numbers and underline the keywords that signal what operation is needed: “total,” “difference,” “shared equally,” “how many more.” This slows down the reading process and helps separate the relevant information from the noise.
This strategy works well for straightforward problems. For more complex ones, it is a useful starting point but may not be enough on its own.
Draw it out
Children learn to count by looking at drawings and using their fingers to point and count. That same principle applies to maths word problems.
If a problem mentions three apples, draw three apples. If it mentions a rectangular garden, draw a rectangle. The act of drawing engages a different part of the brain and prompts your child to think about what they already know: opposite sides are equal, there are four right angles. Details they might miss by passively reading become visible through drawing.
This skill builds toward more complex maths too. In later years, students need to construct and interpret geometric figures and diagrams from written descriptions. Practising with drawing early builds that foundation.
Your Role at Home
Giving your child strategies is only the first step. Modelling how to use them makes the real difference.
When working through a problem together, think aloud. Show your child how you would read it, what you would circle, and how you would draw the situation. Say what you are thinking: “It looks like the garden is getting longer but narrower, so I will draw it like this.” Then break the problem into steps: “First I need to find the new length. I can do that by adding these two numbers.”
It is perfectly fine to get stuck or make a mistake. That models something just as important: how to keep going when a problem feels hard.
When the gap stays
As children move through primary school and into high school, it is common for some to decide they are simply “not a maths person.” Often, those same children are perfectly capable of solving equations — they just need support bridging the gap between algorithmic maths and applied problem-solving.
With the right guidance, every child can build that skill. Eye Level’s Maths programme (K-Year 10 and Year 7 -12) develops problem-solving and critical thinking alongside core numeracy skills, always at your child’s own pace. Find a centre near you to learn more.
