Analysis of Strategies for Identifying Patterns in Solving Word Problems Involving LCM and GCD at the Elementary School Level: A Literature Review

Abstract

Mathematics learning on the topics of the Least Common Multiple (LCM) and the Greatest Common Divisor (GCD) in elementary schools continues to face various instructional challenges, particularly when these concepts are presented through word problems. The primary difficulty experienced by students lies in identifying the underlying mathematical structure embedded in the problem narrative, which often leads to errors in selecting the appropriate mathematical concepts and procedures. This study aims to analyze various pattern finding strategies that can assist elementary school students in understanding and solving LCM and GCD word problems through a literature review approach. The research employed a literature review method by collecting, selecting, reducing, synthesizing, and critically analyzing scientific articles published in national journals between 2021 and 2026. The findings indicate that pattern finding strategies including verbal or lexical patterns (contextual keywords), periodic or time cycle patterns for LCM, and maximum equal sharing patterns for GCD effectively help students transform verbal information into more structured and concrete mathematical representations. The implementation of these strategies not only facilitates the process of solving word problems but also contributes to the development of mathematical reasoning, early algebraic thinking, and meaningful conceptual understanding. Therefore, pattern finding strategies can serve as an effective instructional approach to improving elementary school students' problem solving abilities in learning LCM and GCD.