Abstract
Previous studies on mathematical modeling have reconsidered the value of school word problems by capturing traditional word problems relatively from a mathematical modeling perspective. However, it is not sufficiently clear how pupils in elementary school interpret a problem situation in a more authentic word problem. The purpose of this paper is to explore how pupils interpret the problem situation, and clarify the peculiarity of more authentic word problems. To achieve this purpose, the current study developed a set of problems, including one with division story problems involving remainder. This paper analysed pupils’ responses to them. The results reveals that pupils are able to interpret the situation based on sympathy, generality, adjustment, equality and pleasure. These interpretations become the fundamentals of better interpretations, and therefore it is suggested that dealing with more authentic word problems can become the fundamentals of mathematical modeling.
