Student-Created Math Word Problems Help Motivate Deep Learning

During my time as a learning support math teacher, I always had a daily word problem on my board for students to work on when they first walked into my classroom. To be completely honest, this strategy was born from a selfish perspective: As kids transitioned from one class to the next, I wanted them to come in, sit down, and work quietly until the bell rang.

One day after class, one of my shyer students brought a word problem to me. She had written it herself, and she asked if it could be tomorrow’s problem to solve. We met during a study hall and I had her discuss the problem, keying on her ability to correctly solve it. After some editing, it was ready to go. We set a few stipulations: She would read the problem to the class, circle the room and check on the students while they worked, and then review the problem together as a whole class.

The experience that resulted was priceless. I quickly realized how this simple activity deepened understanding, promoted creativity, and strengthened problem-solving skills of my students. This approach allowed students to engage with mathematical concepts in a personal and meaningful way, which made learning more relevant and enjoyable.

Benefits of student-created word problems

In my Learning Support mathematics class, I aimed to foster engagement by designing problem‑solving activities that directly connected to students’ everyday experiences. For instance, when teaching computations involving decimals, I often created word problems focused on practical consumer skills, such as calculating the total cost of a purchase by adding multiple items and applying the appropriate sales tax. This approach not only reinforced mathematical concepts but also helped students recognize the relevance of these skills in real-world situations.

Asking students to create word problems took the learning a step further. In order to create an effective problem, students must thoroughly understand the underlying mathematical concepts, rather than simply applying formulas. Furthermore, writing word problems requires students to develop communication skills that allow them to express mathematical ideas clearly and logically. Students must analyze what makes a good word problem and consider how to make their problems solvable and relevant. Communication skills are a vital foundation for the personal, academic, and social development of all students.

When students create their own problems, they are more invested in solving them and in the learning process overall. Students can use their imagination to craft scenarios that are interesting or personally meaningful. This creative freedom enhances engagement, deepens understanding, and leads to the development of new perspectives and solutions. You can’t imagine the number of student‑generated word problems that center around popular culture interests, particularly boy bands and digital gaming platforms such as Minecraft and Roblox.

Finally, I want to highlight a priceless benefit for the teacher: one-on-one time with each student. I am a firm believer that a critical element of math instruction is individualized sessions with each student. You can easily assess comprehension by having the students present their initial problem and talking through the solution with you. Their level of understanding is evident, and how you should prepare instructional experiences for that student accordingly is clear-cut (even use data collected to assess individualized education program goal progress).

Meeting individually with a student also provides the educator with an invaluable opportunity to closely observe the student’s reasoning and problem‑solving process in real time. As the student explains how they approached a task, the teacher can identify both the strengths in their conceptual understanding and the specific areas where misconceptions persist. For example, a student may accurately set up a multistep “purchase” word problem and correctly compute the subtotal, yet still demonstrate a clear misunderstanding of how to calculate and apply sales tax. This type of interaction allows the teacher to gather meaningful instructional data, which can then be used to design targeted, individualized instruction that directly addresses the identified skill deficit.

How to Implement This Strategy

1. Choose a mathematical topic based on students’ level of readiness. Select a topic that students have been studying, such as fractions, ratios, or algebraic equations.
2. Model the process. Demonstrate how to write a word problem. Show how to set up a scenario, include relevant information, and ensure that the problem is solvable.
3. Provide guidelines. Give students clear criteria (e.g., the problem must have a real-world context, include necessary information, and require a specific mathematical operation to solve).
4. Encourage collaboration. Allow students to work in pairs or small groups to brainstorm and refine their word problems.
5. Meet individually with students. This allows them the opportunity to talk through their solution to ensure a correct process and answer.
6. Have students share their word problems with classmates. Let students solve each other’s word problems and discuss the strategies they used, promoting mathematical discourse.

Education is more than the transfer of knowledge; it is an opportunity to empower all students to realize their fullest potential. Encouraging students to create their own math word problems is a highly effective means to this end. This practice not only deepens their understanding of mathematical concepts but also promotes creativity, critical thinking, and the ability to apply math in real-world contexts. When students create their own problems, they engage more actively with the material, make meaningful connections to their lives, and gain confidence in their mathematical abilities.

Allowing students to construct word problems helps teachers assess student comprehension and identify misconceptions in a student-centered way. It fosters collaboration, communication, and a sense of ownership over their learning. Additionally, these empowered students are more likely to believe in themselves and their capabilities. Believing in oneself is a crucial foundation for student success. By integrating this approach into math instruction, educators can support diverse learners and cultivate a more engaging and inclusive classroom environment.

Note: The shy student discussed at the beginning of this article is now a senior in college, finishing her last semester of student teaching. Her goal is to become a learning support teacher. I simply cannot wait to hear about all of the amazing things that will be happening in her future classroom!