Eurasia Journal of Mathematics, Science and Technology Education

• Bartalis, Á., Péntek, I., & Zsoldos-Marchiş, I. (2023). A pilot study on investigating primary school students’ eye movements while solving compare word problems. Open Education Studies, 5(1), Article 20220207. https://doi.org/10.1515/edu-2022-0207
• Carpenter, T. P., Hiebert, J., & Moser, J. M. (1981). Problem structure and first-grade children’s initial solution processes for simple addition and subtraction problems. Journal for Research in Mathematics Education, 12(1), Article 27. https://doi.org/10.2307/748656
• Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge. https://doi.org/10.4324/9780203771587
• Cummins, D. D. (1991). Children’s interpretations of arithmetic word problems. Cognition and Instruction, 8(3), 261-289. https://doi.org/10.1207/s1532690xci0803_2
• Daroczy, G., Wolska, M., Meurers, W. D., & Nuerk, H.-C. (2015). Word problems: A review of linguistic and numerical factors contributing to their difficulty. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00348
• de Corte, E., & Verschaffel, L. (1987). The effect of semantic structure on first graders’ strategies for solving addition and subtraction word problems. Journal for Research in Mathematics Education, 18(5), 363-381. https://doi.org/10.5951/jresematheduc.18.5.0363
• de Corte, E., Verschaffel, L., & Pauwels, A. (1990). Influence of the semantic structure of word problems on second graders’ eye movements. Journal of Educational Psychology, 82(2), 359-365. https://doi.org/10.1037/0022-0663.82.2.359
• de Corte, E., Verschaffel, L., & Van Coillie, V. (1988). Influence of number size, problem structure, and response mode on children’s solutions of multiplication word problems. The Journal of Mathematical Behavior, 7(3), 197-216.
• Erdész, E., & Kovács, V. (1982). Matematika–Munkalapok 3. osztály [Mathematics–Worksheets for grade 3]. Tankönyvkiadó Vállalat.
• Greer, B. (1987). Understanding of arithmetical operations as models of situations. In J. A. Sloboda, & D. Rogers (Eds.), Cognitive processes in mathematics (pp. 60-80). Clarendon Press.
• Greer, B. (1992). Multiplication and division as models of situations. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 276-295). Macmillan Publishing Co, Inc.
• Greer, B., Verschaffel, L., & De Corte, E. (2002). “The answer is really 4.5”: Beliefs about word problems. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 271-292). Springer. https://doi.org/10.1007/0-306-47958-3_16
• Hegarty, M., Mayer, R. E., & Green, C. E. (1992). Comprehension of arithmetic word problems: Evidence from students’ eye fixations. Journal of Educational Psychology, 84(1), 76-84. https://doi.org/10.1037/0022-0663.84.1.76
• Herendiné Kónya, E. (2013). A matematika tanítása az alsó tagozaton [Teaching mathematics in primary grades. Nemzedékek Tudása Tankönyvkiadó.
• Hungarian Government. (2020). 5/2020 (I. 31.) Kormányrendelet a nemzeti alaptanterv kiadásáról, bevezetéséről és alkalmazásáról szóló 110/2012. (VI. 4.) Korm. Rendelet módosításáról [Government decree no. 5/2020 (I. 31.) on the revision of the Gov. decree no. 110/2012. (VI. 4.) on the publication, introduction and application of the national core curriculum]. Magyar Közlöny, 17, 290-447.
• Lewis, A. B., & Mayer, R. E. (1987). Students’ miscomprehension of relational statements in arithmetic word problems. Journal of Educational Psychology, 79(4), 363-371. https://doi.org/10.1037/0022-0663.79.4.363
• Mayer, R. E., & Hegarty, M. (1996). The process of understanding mathematical problems. In R. J. Sternberg, & T. Ben-Zeev (Eds.), The nature of mathematical thinking (pp. 29-54). Lawrence Erlbaum Associate Inc.
• Nunes, T., Dorneles, B. V., Lin, P.-J., & Rathgeb-Schnierer, E. (2016). Teaching and learning about whole numbers in primary school. Springer. https://doi.org/10.1007/978-3-319-45113-8_1
• Páchová, A., & Vondrová, N. (2021). The effect of semantic cues on the difficulty of word problems and the interplay with other complicating variables. Research in Mathematics Education, 23(1), 85-102. https://doi.org/10.1080/14794802.2020.1867229
• Pape, S. J. (2003). Compare word problems: Consistency hypothesis revisited. Contemporary Educational Psychology, 28(3), 396-421. https://doi.org/10.1016/S0361-476X(02)00046-2
• Pongsakdi, N., Kajamies, A., Veermans, K., Lertola, K., Vauras, M., & Lehtinen, E. (2020). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. ZDM Mathematics Education, 52, 33-44. https://doi.org/10.1007/s11858-019-01118-9
• Riley, M. S., Greeno, J. G., & Heller, J. I. (1983). Development of children’s problem-solving ability. In H. P. Ginsberg (Ed.), The development of mathematical thinking (pp. 153-196). Academic Press.
• Selter, C. (2000). Verschaffel, L., Greer, B., and de Corte, E., making sense of word problems. Educational Studies in Mathematics, 42(2), 211-213. https://doi.org/10.1023/A:1004190927303
• Szomjú, L., & Habók, A. (2015). Matematikai szöveges feladatok és tanulási szokások kapcsolatának vizsgálata [Investigating the relationship between mathematical word problems and learning habits. Iskolakultúra, 25(3), 15-31. https://doi.org/10.17543/ISKKULT.2015.3.15
• The Educational Authority Hungary. (2020). Kerettanterv az általános iskola 1-4. evfolyama számára–Matematika 1-4. Évfolyam [Framework curriculum for grade 1-4–Mathematics. Oktatas, Hungary. https://www.oktatas.hu/kozneveles/kerettantervek/2020_nat/kerettanterv_alt_isk_1_4_evf
• Verschaffel, L. (1994). Using retelling data to study elementary school children’s representations and solutions of compare problems. Journal for Research in Mathematics Education, 25(2), Article 141. https://doi.org/10.2307/749506

APA

Kónya, E., & Vértessy, B. (2026). Factors affecting the difficulty of comparison-type word problems in primary mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 22(1), em2755. https://doi.org/10.29333/ejmste/17564

Vancouver

Kónya E, Vértessy B. Factors affecting the difficulty of comparison-type word problems in primary mathematics. EURASIA J Math Sci Tech Ed. 2026;22(1):em2755. https://doi.org/10.29333/ejmste/17564

AMA

Kónya E, Vértessy B. Factors affecting the difficulty of comparison-type word problems in primary mathematics. EURASIA J Math Sci Tech Ed. 2026;22(1), em2755. https://doi.org/10.29333/ejmste/17564

Chicago

Kónya, Eszter, and Balázs Vértessy. "Factors affecting the difficulty of comparison-type word problems in primary mathematics". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 1 (2026): em2755. https://doi.org/10.29333/ejmste/17564

Harvard

Kónya, E., and Vértessy, B. (2026). Factors affecting the difficulty of comparison-type word problems in primary mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 22(1), em2755. https://doi.org/10.29333/ejmste/17564

MLA

Kónya, Eszter et al. "Factors affecting the difficulty of comparison-type word problems in primary mathematics". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 1, 2026, em2755. https://doi.org/10.29333/ejmste/17564