Scaffolding word problem-solving instruction: Leveraging critical thinking and mathematics vocabulary

Background: Solving mathematics word problems present a continuous challenge for both learners and teachers, particularly in Grade 3, where the development of critical thinking and mathematics vocabulary is still in its early stages. While reading comprehension strategies have been widely explored, the integration of mathematics vocabulary and critical thinking into instructional frameworks calls for investigation. Aim: This study aimed to develop and explore a conceptual framework that integrates critical thinking and mathematics vocabulary to support both professional development of teachers and cognitive scaffolding for learners in word problem-solving. Setting: The study was conducted in six diverse public as well as private schools in Gauteng province, South Africa. The languages of learning and teaching included both English and Afrikaans. Methods: A qualitative approach was adopted, utilising a constructivist lens and participatory action research as the overarching design. Data were generated over three phases through semi-structured interviews, teacher diaries and voice recordings of intervention workshops. The word sum-wheel underpinned the study. A hybrid approach combining inductive and deductive analysis was employed. Results: Findings indicated that the framework, in conjunction with the word sum-wheel, enhanced teachers’ instructional practices through guided questioning, language scaffolding and the integration of play. Learners demonstrated improved comprehension, confidence and self-correction in mathematics word problems. Conclusion: The critical thinking and mathematics vocabulary framework functioned effectively as a professional development tool and as a classroom-based cognitive support mechanism. Contribution: This study introduces the critical thinking and mathematics vocabulary framework as a practical, theoretically grounded tool for teacher training and mathematics instruction.