摘要：Problem tasks are the consistent part of the mathematics and the pupils deal with it almost on a daily basis. These tasks should be able to make links between the subject of mathematics along with their understanding of their surroundings, so the pupils should, relying on their own experience, be able to find the solution much easier. However, the problem tasks given to pupils at the starting phase of teaching mathematics usually do not have this desired effect and children often find them difficult and incomprehensible so they often experience a lack of success in solving these tasks. The paper examines the development of idea about the elementary mathematical tasks from the infant age as well as the empirical comprised researches. There are different types of mathematical tasks applied such as: the tasks of change, combination and comparison that pupils consider to be the most difficult tasks. The researches resulting in influence on age and gender in solving mathematical problems are specially presented. The approach of solving problems „shortcut„ and „meaningful„ are clarified and the tendency of using different strategies with successful and unsuccessful pupils has been applied.
关键词：Short-cut approach; mathematical word problems; meaningful approach;
