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Abstract
This systematic literature review investigates the effectiveness of the think aloud pair problem-solving (TAPPS) and storyboarding strategies in enhancing students’ abilities to solve algebra word problems. Notably, algebra word problems pose a significant challenge to students due to their inherent complexity, requiring strong cognitive, linguistic, and problem-solving skills. Many students struggle with abstract reasoning, translating textual descriptions into algebraic expressions, and applying appropriate strategies for problem resolution. The study synthesizes 52 peer-reviewed articles from 2015 to 2025 using the preferred reporting items for systematic reviews and meta-analyses methodology to ensure a rigorous and structured analysis. The findings reveal four dominant challenges in algebra word problem-solving: cognitive limitations, reading comprehension difficulties, weak mathematization, and inadequate modeling skills. In particular, TAPPS emerges as a highly effective collaborative learning strategy that promotes metacognitive development, verbal reasoning, and peer-supported reflection. It fosters cognitive engagement and improves performance regardless of student background or learning style. Simultaneously, storyboarding is highlighted as an effective visual strategy, helping students conceptualize and sequence mathematical ideas, thus bridging gaps in comprehension and visualization. Comparative insights demonstrate that TAPPS and storyboarding outperform traditional instructional methods, offering unique yet complementary benefits. While TAPPS enhances verbal articulation and reasoning, storyboarding strengthens visual thinking and sequential planning. The review underscores the potential of integrating these strategies into hybrid instructional models to accommodate diverse students’ needs and maximize educational outcomes. Thus, future research should further explore this integration, particularly in technology-enhanced environments, to deepen student understanding and engagement in solving complex algebra word problems.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
INT ELECT J MATH ED, Volume 20, Issue 4, November 2025, Article No: em0850
https://doi.org/10.29333/iejme/16835
Publication date: 01 Oct 2025
Online publication date: 29 Aug 2025
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