Vol.15, No.1, February 2026.                                                                                                                                                                          ISSN: 2217-8309

                                                                                                                                                                                                                        eISSN: 2217-8333

TEM Journal

TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS

Association for Information Communication Technology Education and Science

Critical Problem-Solving Phases and Teacher Interventions in MathCityMap Trails

Janka Medová, Miroslava Masaryková, Silvia Haringová

© 2026 Janka Medová, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)

Citation Information: TEM Journal. Volume 15, Issue 1, Pages 540-549, ISSN 2217-8309, DOI: 10.18421/TEM151-50, February 2026.

Received: 28 March 2025.
Revised: 19 June 2025.
Accepted: 14 July 2025.
Published: 27 February 2026.

Abstract:

This study investigates critical phases in primary pupils' problem-solving processes during mathematical trails utilizing the MathCityMap mobile application, focusing particularly on the identification of phases in which pupils commonly face challenges and the types of teacher interventions required. Conducted with third-grade pupils at a rural primary school in Slovakia, the research utilized the descriptive phase model to systematically analyse video-recorded problem-solving activities on mathematical trails. Results indicated that pupils frequently encountered difficulties during the Analysis and Exploration phases, mainly due to vocabulary comprehension, task instructions interpretation, practical execution of measurements, and arithmetic operations. Teacher interventions, including vocabulary clarification, visual representations, and strategic prompting towards proper problem-solving approaches, significantly enhanced pupils' progression through problematic phases. Immediate feedback provided by the MathCityMap app effectively supported pupils’ motivation and engagement but occasionally limited reflective practices. Findings underscore the importance of targeted teacher interventions and structured reflective practices within technology-enhanced outdoor learning contexts.

Keywords – Mathematical trails, problem-solving, teacher intervention, outdoor learning, MathCityMap.

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