Abstract
A clear understanding of the structure and meaning of language is a necessary condition for the effective teaching of mathematics, both at an abstract level and also to equip students with the skills associated with solving problem situations in everyday life. Work on the formation of the ability to solve problems begins with the first days of schooling. Solutions to simple problems usually present no difficulty. But many students have progressively greater difficulty in solving more complex problems. This is particularly noticeable at times of transition between classes. One cause of this is that struggling students do not have sufficient ability to analyze the text of a given problem, and thus to correctly identify both the distinction and the interrelation between the known and the unknown, which is the basis for choosing the way to solve it.
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