Maths Buddy for Year 4 Multiplication and Division Problem Solving

About the Project

I-NEXT 2026 EXTENDED ABSTRACT Maths Buddy for Year 4 Multiplication and Division Problem Solving SIVANATHAN A/L ANBU SELVAM*¹, ARIVALAGAN A/L RAJA MANICKAM¹ and ROOBENDHIRAN A/L SIVASAMY¹ ¹ SJKT DENGKIL, Malaysia E-mail: g-77354865@moe-dl.edu.my; g-53373486@moe-dl.edu.my; g-81285020@moe-dl.edu.my *Presenting author Keywords: formative assessment, mathematics education, primary education, problem solving, visual scaffolding, Year 4 Introduction Maths Buddy is an English-language digital learning prototype designed to support Year 4 pupils in Malaysia when solving multiplication and division word problems. Its purpose is to help pupils interpret the situation, select an operation, calculate and check their answers. The learning sequence, Read, Understand, Choose an Operation, Calculate and Check, reflects the emphasis on understanding, planning, carrying out a solution and reviewing the result in Pólya’s problem-solving framework . The prototype combines contextual questions, picture clues, worked examples and immediate hints within a simple browser interface. It addresses three instructional needs: understanding the language of a problem, choosing an appropriate operation and correcting calculation errors. An initial trial involving 10 pupils showed improvement in post-test performance. This preliminary outcome supports further classroom evaluation of the approach. The present version uses predefined feedback rules; generative AI supported development but does not currently deliver live tutoring to pupils. Objectives The innovation aims to support pupils in interpreting multiplication and division word problems, selecting suitable operations and checking calculations through guided practice. It also aims to provide teachers with a summary of first-attempt accuracy, hints used and recorded operation-selection or calculation errors. The pilot evaluation examines the direction of change between pre-test and post-test performance among 10 Year 4 pupils. Methodology/Innovation Development Process The prototype was developed as a browser-based application using HTML, CSS and JavaScript. Twelve guided-practice questions use familiar contexts such as pencils, books, pupils, fruit and classroom materials. Pupils enter their names, choose an operation and submit a numerical answer. Predefined feedback distinguishes an incorrect operation from an incorrect calculation and allows another attempt. Picture clues represent the problem context, while smaller worked examples illustrate equal grouping and sharing. Answers are checked against predetermined mathematical solutions. The application includes separate five-question before-practice and after-practice checks, a teacher summary and a CSV export facility. Names and results are stored in the local browser. A preliminary classroom trial involved 10 Year 4 pupils, with pre-test and post-test performance compared to examine improvement. The pilot is treated as an initial descriptive evaluation. Results/Findings and Innovation Outcomes The 10-pupil pilot showed improvement in post-test performance relative to the pre-test. This provides an encouraging initial indication that the guided problem-solving approach may support learning. The result indicates a positive direction of change, although the magnitude of the improvement and its statistical significance have not been established. The functional outcome is an interactive prototype that combines contextual word problems, illustrations, worked examples, answer checking and a teacher-facing summary. Feedback directs pupils to reconsider their operation or calculation before trying again. These features provide opportunities for supported practice and for teachers to identify responses that need discussion. The pilot does not establish that the prototype alone caused the improvement, nor does it demonstrate the effectiveness of live AI tutoring. A larger, documented evaluation is needed to assess consistency, retention and transfer to unfamiliar problems. Implications and Potential Impact Maths Buddy offers a practical format for teacher-led intervention and independent practice in English-medium Year 4 mathematics. Its visual examples make equal groups and sharing explicit, while the staged sequence encourages pupils to consider the meaning of a problem before calculating. Teachers can use the results summary to plan follow-up instruction rather than relying only on a final score. The downloadable application can support use where continuous internet access is limited. Future development could introduce teacher-reviewed AI-generated hints, additional problem types and more detailed analysis of pupils’ reasoning. Any AI extension should be evaluated separately from the present rule-based version, with mathematical accuracy and age-appropriate language checked before classroom use. Further trials should retain paired pre-test and post-test scores, document the teaching conditions and examine performance on new questions. The immediate contribution is a usable visual problem-solving prototype with a promising preliminary classroom outcome. Acknowledgements The authors thank the 10 pupils who participated in the preliminary classroom trial. AI Assistance Disclosure Generative AI assisted prototype coding and preparation of this extended abstract. The authors are responsible for reviewing the content and verifying the classroom findings before submission. The current pupil-facing hints are rule-based; live generative AI tutoring is a proposed future extension.