• Education of Primary School Mathematics
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• v.26 no.2
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• pp.83-97
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• 2023

Nominalization is one of the grammatical metaphors that makes it easier to mathematize the target that needs to be converted into a formula, but it has the disadvantage of making problem understanding difficult due to complex and compressed sentence structures. To investigate how this nominalization affects students' problem-solving processes, an analysis was conducted on 233 third-grade elementary school students' problem solving of eight arithmetic word problems with or without nominalization. The analysis showed that the presence or absence of nominalization did not have a significant impact on their problem understanding and their ability to convert sentences to formulas. Although the students did not have any prior experience in nominalization, they restructured the sentences by using nominalization or agnation in the problem understanding stage. When the types of nominalization change, the rate of setting the formula correctly appeared high. Through this, the use of nominalization can be a pedagogical strategy for solving word problems and can be expected to help facilitate deeper understanding.