Abstract

Conclusion. College students recognize the crucial role of mathematical cognitive skills in solving word problems. However, the prevalence of hindering factors underscores that cognitive skills alone do not decisively translate into successful problem-solving.  Enhancing word problem-solving competencies in the context of STEM education requires the adoption of a systemic approach that integrates the enhancement of cognitive skills, the implementation of strategic and differentiated interventions responsive to varying levels of problem-solving ability, and the creation of supportive learning environments fostered by technology-based, collaborative, reflective, and integrative teaching practices.

Keywords: College mathematics education, higher order thinking, mathematics learning impediments, key sustainability competencies, mixed methods research

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