E-ISSN: 2774-0315

https://doi.org/10.48048/asi.2025.272233

Using Problem-Solving Methods to Improve Mathematics Learning

Achievement for Primary School Students

Wang Rong* and Jittawisut Wimuttipanya

Faculty of Education, Bansomdejchaopraya Rajabhat University,

Thonburidigitand, Bangkok 10600, Thailand
*
Corresponding author’s e-mail: rwang107@163.com

Abstract This study investigates the effectiveness of the problem-solving method in enhancing
mathematics performance among fourth-grade primary school students in Shanghai.
Integrating quantitative and qualitative research methods offers a nuanced
understanding of the methodology’s impact on student learning. Utilizing a rigorous
mixed-methods approach, the study meticulously develops a problem-solving model
grounded in the latest curriculum standards, ensuring its alignment with contemporary
educational objectives. The study quantitatively and qualitatively assesses the impact
of this methodology. With 80 students, including 20 in an experimental group, pre-
tests and post-tests show that the method significantly stimulates learning interest,
promotes logical thinking, and improves mathematics performance. Notably, the
qualitative data illustrates how problem-solving pedagogy can be helpful and
understandable in the primary maths classroom, revealing a s hift from passive
learning to active engagement. In conclusion, this study provides new perspectives
and effective strategies to enhance primary school students ’ learning ability in
mathematics, which has important theoretical and practical significance.

Keywords Problem-solving method; Maths; Mathematics learning;

Maths thinking; Achievement

Received: March 14, 2024

Revised: July 6, 2024
Accepted: September 20, 2024

Vol.18 No.3 (2025): May-June e272233

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Introduction
In modern educational philosophy, mathematics teaching should be student-centered and
interactive, enabling students to actively discover and propose questions, analyze, and solve problems
(Li, 2018). Mathematics plays a crucial role in contemporary society, influencing almost every aspect.
It is a powerful thinking tool, serving as the foundation for other disciplines and a critical factor in
fostering logical reasoning, problem-solving, and social progress.
Improving mathematics learning achievement is highly significant for students’ development
and learning. In China, scores mainly measure performance, and educators consider word problems
the most effective way to help students improve their grades (Hu, 2022). The new curriculum reform
requires teachers to shift from emphasizing passive learning to guiding students in independent
thinking, collaborative exploration, and communicative sharing while teaching word problems.
Word problems, an important part of elementary mathematics, present challenges to many
students regarding problem analysis, strategy selection, and reasoning processes. For example, they
need help comprehending the meaning of the problem. Fourth-grade application problems begin to
involve more complex descriptions of situations, and students may need help extracting key
information from lengthy text, which requires good reading comprehension and information screening
skills. There needs to be more clarity between mathematical concepts and practical applications.
Although students have learned some basic mathematical concepts, they need clarification when
applying them to concrete life situations. Logical reasoning ability is not. Application problems often
require students to engage in a certain amount of logical reasoning, starting from known conditions
and gradually deducing unknown results. This task is difficult for primary school students whose
logical reasoning skills still need to be mature. Lack of problem-solving strategies:Students may need
more effective strategies for solving different application problems, and the lack of these strategies can
lead to efficient problem-solving or even the inability to answer correctly. Lack of interest and
motivation in learning: Application problems are relatively dull; if students lack interest in
mathematics f or think that application problems are challenging to understand and uninteresting, it
may lead to their lack of motivation and enthusiasm in the learning process (Hu, 2019).These
difficulties negatively affect students’ math learning and problem-solving skills.To deal with these
problems, teachers can help students overcome their difficulties in many ways, and the problem-
solving teaching method is one of the better ones to help students understand. The following teaching
strategies can be adopted: Create a situation to guide understanding. Break down the problem and
guide it step by step. Teach problem-solving strategies. Strengthen practical training, timely feedback
and guidance. Encourage summarization and reflection.Therefore, it is necessary to conduct an in-
depth study of students’ performance in word problems to improve the quality and effectiveness of
elementary mathematics education.
To address the above issues, scholars have proposed the problem-solving teaching method.
Ministry of Education of the People’s Republic of China (2022) advocates that mathematics
classrooms should be a process of students learning from and supporting each other, forming a learning
community under the guidance of teachers. Dewey emphasized a problem-centered approach, the
problem-solving method, which involves guiding students through analyzing and solving problems.
There are five main steps: posing the problem, analyzing the problem, solving the problem,
summarizing the problem, and evaluations.
After reviewing relevant literature on problem-solving methods and mathematics I chose the
title “Using Problem-Solving Methods to Improve Mathematics Learning Achievement for Primary
School Students. The goal is to offer valuable insights and references for both students and teachers.

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Methodology
Objective
In this rapidly developing era of artificial intelligence, primary education holds particular
importance. As a vital component of primary education, mathematics education plays an irreplaceable
role in cultivating problem-solving abilities in young students.
This study conducted experimental research by comparing two classes with similar
backgrounds to validate the positive impact of the problem-solving teaching method and explore its
application value in primary school mathematics education. The results demonstrate that problem-
solving effectively promotes students’ abilities to identify, formulate, analyze, and solve mathematical
problems, facilitating their comprehensive physical and mental development. Furthermore, the
research process also enhances teachers’ professional expertise and development.

Relevant theoretical concepts and conceptual frameworks

Problem-solving method
Problem
In academic research on problems, researchers define problems differently from different
perspectives.
Pólya (1945) explains the problem in the following way: problem means finding the right
action to achieve a visible and inaccessible goal.
Zaodi Hu (2019) regarded a problem as a kind of psychological dilemma, and later, some
researchers considered it a particular situation; that is to say, they viewed a problem as a situation when
an individual is faced with a more difficult to achieve goal.
In summary, this paper understands problems as contradictions and dilemmas that must be
studied and resolved.

Problem-solving
Indeed, when we integrate problems into specific mathematical disciplines, the perception of a
mathematical problem can vary among individuals.
Zhang (2018) supposes problem-solving is a problem expressed in mathematical terms. This
paper understands problem-solving as the use of mathematical language, mathematical concepts,
mathematical knowledge, mathematical methods, mathematical theories, or mathematical methods of
thought to resolve conflicts or difficulties in mathematics.

problem-Solving Method
The problem-solving Method is used in school teaching and learning worldwide. Still, there
needs to be a uniform definition of the problem-solving Method due to differences in national and
regional contexts.
Wang (2019) suggests that in the mathematics classroom, students should take the initiative to
question, to ask questions, and to learn from the process of identifying problems to solving them.
Pólya (1945) was the first to introduce the concept of problem-solving in mathematics
education, suggesting that an excellent strategic approach to problem-solving is to use problems to
solve problems.
Li (2018) pointed out that the problem-solving method is a problem as a career; teachers and
students work together to create a situation in the context of the problem, around the content of the
teaching of the problem, and comply with the development of the student’s mental intelligence, and
then around the question of solving the actual issues in education and teaching.
Hu (2022) thinks the problem-solving mode of mathematics teaching is a comprehensive
teaching method that leads students to engage in problem-solving, using problems as a carrier, enabling

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students to develop in problem-solving, and realizing the interaction between teachers and students to
improve the overall quality of students.
Gao (2019) believes problem-solving is a student-centered pedagogy that encourages students
to learn knowledge and skills by solving real-life problems. Teachers should focus on the subjective
needs of students for mathematical understanding and enhance students’ awareness of learning through
thought development, group interaction, and life practice.
To sum up, the problem-solving method centers around posing questions as the primary focus
to guide students in analyzing problems and constructing their understanding independently. It
stimulates students to explore and inquire deeply through straightforward, precise, well-structured
questions, fostering self-directed inquiry.

Problem-solving method steps

Many scholars have proposed different teaching models for problem-solving method steps

Table 1 Problem-solving method steps

Wang My Research
Author Pólya (1945) Li (2018) Hu (2022) Gao (2019)
(2019) detail
Introduction Problem
Posing Understanding Problem step Posing
step 1 to Teaching identification and
problem the problem driven 1 problem
Themes definition
Strategy
Analysing Planned Analyzing Issue step Analysing
step 2 Selection and
problem Solutions the problem Exploration 2 problem
Application
Characterization
Solving- Implementation Problem- Variable of the problem step Solving
step 3
problem plan solving application Allocation of 3 problem
resources
Summarising Retrospective Rational Monitoring and step Summarising
step 4
problem inspection induction Evaluation 4 problem
Learning Problematic Step
step 5 Evaluations
Summaries applications 5
Feedback
step 6
regulation

The table shows that the steps of the problem teaching method proposed by each scholar differ.
Still, after careful study, it concludes that posing a problem, analyzing it, solving it, and evaluating it
are the common elements. Based on these scholars, this paper considers the steps of a problem-solving
method in light of the new curriculum standard:
Step 1: Posing problem
Creating scenarios can mobilize students’ enthusiasm for learning and truly engage them in
learning. Students construct knowledge through experiences, practices, and interactions with the
environment. Once students are familiar with the scenarios, they actively think critically and pose
questions. During the teaching process, the formation of questioning methods is not spontaneous;
instead, teachers deliberately set them up to attract students into a state of active thinking. This
approach to questioning methods is supported by Zhiqiang (2019).
Step 2: Analysing problem
By creating specific problem scenarios, students face certain thinking obstacles. Faced with
these problems, students need to apply mathematical awareness, tap into their thinking potential, delve
more profoundly, and creatively utilize their existing knowledge and experiences for learning (Zhang,
2018). This approach ensures the full development of students’ various abilities. Xiaomei (2018)

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emphasize that analyzing problems is a crucial step in understanding them and an essential prerequisite
for problem-solving. Through thorough problem analysis in the problem-solving process, students can
find multiple solutions and strategies. Teachers should provide students with appropriate guidance to
encourage their active participation. During discussions, teachers should guide and encourage students,
enumerate various possible problem-solving methods, and help students learn how to analyze problems,
thus deepening their understanding of the problems at hand.
Step 3: Solving problem
Through activities such as research, exploration, critical thinking, and collaboration, students
consciously apply the mathematical knowledge, methods, skills, and strategies acquired in the
mathematics classroom to tackle the problems. Pólya emphasizes the importance of students adopting
systematic approaches when solving problems rather than mechanically applying formulas and
methods (Pólya, 1945). Teachers should also guide students in applying their mathematical knowledge
to real-life situations, allowing students to realize that mathematics is derived from life and serves
life’s practical needs (Hu, 2022).
Step 4: Summarising problem
Guiding students to learn how to reflect and summarize can awaken their existing knowledge
structures and exploratory abilities. If teachers only focus on whether the problem is solved without
guiding students to reflect on the problem-solving process, it limits their understanding of the
underlying strategies and methods used (Wang, 2019; Gao, 2019). Therefore, teachers should guide
students in reviewing their problem-solving strategies. This way, students not only master the
mathematical knowledge they have learned but also learn various strategies for solving mathematical
problems, leading to the ability to apply these strategies in different contexts.
Step 5: Evaluations
Evaluation is an integral part of the problem-based approach to teaching and learning, which
helps understand students’ learning outcomes and competence development in problem-solving. An
evaluation should be comprehensive and continuous, focusing primarily on students’ processes and
products and providing targeted feedback (Li, 2018; Gao, 2019).

Mathematics learning achievement

Achievement
Achievement can be translated into English as either achievement or performance. In China, it
generally has two meanings. Firstly, it refers to the outcomes or results achieved in learning, work, etc.
Secondly, it can represent an individual’s performance or accomplishments in a particular task or field.
In educational research, achievement refers explicitly to the test results of an individual’s abilities are
used to evaluate a student’s academic performance, including exam scores or scores from regular
assessments (Yang et al., 2022).

Mathematics learning achievement

Based on the concepts of Achievement and Mathematics Learning, Mathematics Learning
Achievement refers to the ability of elementary school students to learn numbers and operations,
geometry and shapes, data and statistics, and equations during their primary education. This research
primarily focuses on students’ learning of word problems. The teaching approach used in this study is
the problem-solving teaching method, and the researchers compare the scores obtained from the
performance tests before and after implementing the problem-solving teaching method.
Different versions of the Compulsory Education Mathematics Curriculum Standards have
evaluated elementary school mathematics learning performance from various perspectives.

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Table 2 Mathematics learning achievement assessment form

Evaluation Ministry of Education of the People’s Republic of China

Assessment content Total
dimensions 1986 edition 2001 edition 2011 edition 2022 edition
Numbers and Data analysis √ √ √ 3
Operations Computational skills √ √ √ 3
Geometry and Spatial relations √ √ √ √ 4
Graphics Graphic composition √ √ 2
Data and Data statistics √ √ √ 3
statistics Data application √ √ √ 3

According to the new curriculum standard for compulsory education mathematics (2022), the
mathematics content for the first semester of the fourth grade of elementary school. For this study, the
researcher selected the evaluation dimensions and components with results greater than or equal to 2
in the table above; the approach compares the changes in students before and after their lessons from
three dimensions: number and algebra, geometry and graphing, data, and statistics. Test and evaluation
methods: This study will use a combination of test papers, primarily Type A (objective test) and type
B (question and answer test).
After the end of the problem-solving method, a test paper on mathematics in the fourth grade
of elementary school was prepared. The difficulty (p) of the test paper is 0.76, and the discrimination
(r) is 0.33. This was pretested among 80 fourth-grade students at New Century Primary School, In
order to ensure the reliability of this test paper, the study analyzed its reliability and validity by using
SPSS Statistics 26.0, and the alpha coefficient of this test paper was 0.731, for Table 3, indicating that
the reliability of this test paper is high. The approximate chi-square KMO value of the test paper was
0.611 with sig<0.05 ,for Table 4, by performing the Bartlett’s sphere test on the test paper, indicating
that the test paper has good validity.The results of the data analysis are presented below:

Table 3 Reliability statistics

Cronbach’s Alpha Cronbachs Alpha Based on Standardized Items N of Items

0.731 0.817 36

Table 4 KMO and Bartlett’s test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. 0.611

Approx. Chi-Square 1990.220
Bartlett Test of Sphericity df 630
Sig. 0.000

Population and sample group

The study population was 80 students in fourth grade at New Century Elementary School; the
sample group was randomized through the whole cluster sampling method, and the researcher drew
20 students with high, medium, and low levels.

Research tools
The tools used in this study include course study programs and test papers, detailed below:
The course study program uses problem-solving methods, with three programs totaling 12
hours.

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To study the 2022 Core Curriculum for Basic Education (Revised 2022) and the HUE
Mathematics Curriculum and to explore the integration of problem-solving pedagogy with related
literature and textbooks.
The program of study is divided into three chapters each containing 12 lessons. Each lesson
follows the five steps of the problem- solving methods:1) Posing the Problem. 2) Analysing the
Problem. 3) Solving the Problem. 4) Summarising the Problem. 5) Evaluating the Solution .
The plan of study for the fourth-grade math program is as follows:

Table 5 Primary School Mathematics Fourth Grade Curriculum

Learning dimensions Learning content Specific requirements

Knowledge and basic
Visualizing one-digit, two-digit, and three-digit decimals.
properties of decimals

Comparing the size of Compare the decimals’ size and understand the meaning
Numbers and decimals indicated by the number after the decimal point.
Operations Written calculation of Can perform vertical calculations to divide a four-digit
division number by a two-digit number.
Establish the concept of 1 gram and 1 kilogram weight,
Recognition of weight
understand the actual weight of 1 tonne, and know the
units
conversion factors between them.
Recognize the base and height of parallelograms, triangles,
Understanding Bottom and
and trapezoids and correctly draw the heights of
Height
parallelograms, triangles and trapezoids.
Geometry and Graphics Area of the triangle Can correctly find the area of a triangle.
Area of the trapezoid Can correctly find the area of a trapezoid.
Area of Combined Figures Can correctly find the area of a combination of shapes.
Be able to ask and answer questions based on bar charts,
Awareness of bar charts
identify information, and perform simple data analysis.

Be able to ask and answer questions based on line graphs,

Awareness of line graphs
Data and statistics identify information, and perform simple data analysis.
Juggling game Be able to express the likelihood of a number.
Intuitively recognize equal probability and the fairness of the
Who Goes First Game rules of the game and identify the characteristics of uncertain
phenomena.

I am testing new century elementary school fourth graders in math

Create subjective and objective tests based on learning objectives and research theories aligned
with the Problem-Solving Pedagogy learning program.
The test paper consists of a subjective test of 30 multiple-choice questions and an objective test
of 6 questions and answers.
Three experts assessed the content of the Improving Math Achievement test paper to check for
content validity and to find the IOC (Index of Item Objective Congruence). Each IOC-aligned index
for the test exceeded 0.5. The IOC applicable to the study of this test was 0.731.
The researcher taught problem-solving pedagogy to the experimental class, experimented with
the students (2023 school year), and found the test results.
Check the quality of the test item. Analyze the results to determine the difficulty value (p) and
discrimination value (r). Selecting tests with a difficulty value (p) in the range of 0.20 - 0.80 and a

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discrimination value (r) of 0.20 or higher, the researcher analyzed the results for a test of 30 multiple-
choice subjective questions and 62 question-and-answer objective questions with a difficulty value (p)
of 0.76 and a discrimination value (r) of 0.33.
Check the quality of the entire math achievement test. The researcher found a confidence value
using Cronbach’s alpha coefficient, with a value of 0.70 or higher considered appropriate for studies
(Zhao Ming & Wang Jian. 2019), The confidence level for the entire test paper was 0.731.

Table 6 The result of effect sizes and confidence intervals

Paired Differences
95% Confidence Interval of
Std.
Mean Std.Error Mean the Difference
Dev. Lower Upper
Pair1 pre-test - post-test -12 6.797 1.520 -15.080 -8.720

As can be seen from the figure, the mean of the pre-test (pre-test) and post-test (post-test), with
an effect size of 57.60 - 45.70 = 11.90, indicates that the mean performance on the post-test was 11.90
units higher than on the pre-test and that the effect size (a change of 11.900 units) was significant, and
that the 95% confidence intervals [-15.081, - 8.719] also indicate that this difference is reliable.

Data collection
Students were tested (pre-test) before the study.
Learning activities using problem-solving methods.
Students analyze data after the study (post-test) by combining scores after the test based on
score criteria created by the researcher.

Data analysis
The researcher compared problem-solving methods before and after learning, and data were
analyzed using means, standard deviations, and t-tests for samples.

Results and discussion

Research results
Twenty-fourth-grade students at New Century Elementary School were tested in math after
using the problem-solving method in their math class and compared their math scores to their scores
before the study as, shown in the table below:

Table 7 Mathematics Learning Achievement Before and After the Implementation based on the
Problem-Solving Method

Mathematics Learning Achievement n perfect score SD. t p

pre-testing 20 60 45.700 9.772
-7.830 0.000
post-test 20 60 57.600 3.912
* Was statistically significant at .01 level (p <.01)

From the table, The 20 students in grade 4, class 2 of New Century Primary School had a mean
score of ( ) 45.7 with a standard deviation (SD) of 9.772 in the pre-learning period. A mean score of

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( ) 57.6 with a standard deviation (SD) of 3.912 in the post-learning period, with the post-learning
scores being higher than the pre-learning period (t-test=7.830), with statistical significance at the 0.01
level, and the difference is statistically significant.

Conclusions
This study integrates the problem-solving teaching method through literature analysis,
classroom observation, and testing methods. This approach aligns with the development of the new
curriculum reform, offering fresh perspectives for teaching and learning in elementary school
mathematics classrooms.

Throughout this study, the findings will be summarized as follows:

In traditional didactic classroom teaching, the teacher’s knowledge of the main, although in the
classroom there will be pictures or videos to assist education, but for some problematic mathematical
knowledge, most students’ understanding stays in the firm memory level; it is not accessible to feel
the fun of mathematical knowledge. Problem-solving teaching method by creating a reasonable and
exciting situation so that students actively integrate into the problem-solving classroom teaching,
which significantly broadens their horizons, deepens their mathematical thinking, and vigorously
promotes the development of the mathematics subject.
For the problem-solving teaching process focusing on the problem creation link, teachers,
through the mastery of elementary school mathematics knowledge and the study of the new curriculum,
put forward as much as possible in the classroom teaching mathematical problems with relevance to
ensure the coherence of the learning process students learning process. By connecting mathematical
knowledge with real-life situations, students are reminded to focus on the practical application of their
skills. As they acquire new ideas and problem-solving methods, they are encouraged to actively
consider the relationship between old and new knowledge, helping them to construct and enhance their
knowledge base. In the process of internalization of knowledge, through the accumulation of
knowledge, from the discovery of the problem to the problem, from the answer to a problem to the
processing of the variant problem, students, through a series of divergent thinking activities, their
mathematical logic ability subconsciously and subsequently enhanced. The problem-solving teaching
method centers on “problem-solving,” Its most significant distinction from other teaching approaches
is that it considers the intrinsic connections between different concepts, enabling the integration of
various elements. This approach helps improve elementary school students’ mathematics performance.
In front-line teaching practice, the problem-solving teaching method promotes students’
progress and drives teachers’ development, reflecting its essential value and research significance.

Limitations of the research

Limitations of the sample: This study may be limited by the sample size, resulting in results
that may partially represent some elementary school mathematics. Future studies may consider
expanding the sample to include students and teachers from different districts and backgrounds to
increase the generalizability of the study.
Differences in teaching and learning environments: There are differences in the teaching and
learning environments, resource support, and teacher strengths in different schools, which may affect
the effectiveness of the implementation of the problem-solving pedagogy. This study could not fully
explore the specific effects of these environmental factors on teaching effectiveness, and future
research could further refine the analysis of these aspects.
Evaluation of long-term effects: This study focused on the implementation effects of the
problem-solving pedagogy in the short term. However, the impact on improving long-term

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mathematical literacy and problem-solving ability must be further verified. Future studies could design
long-term follow-up surveys to assess the long-term effects of the pedagogy.
Combination of quantitative and qualitative data: This study may have relied more on
quantitative data (e.g., test scores) and should have paid more attention to the importance of qualitative
data (e.g., student feedback, teacher interviews). Future research could use quantitative and qualitative
methods for a more comprehensive and in-depth analysis.

Areas for future investigation

Adaptation for different age groups of students, to explore the differences in the adaptation and
effectiveness of the problem-solving pedagogy among students of different age groups (e.g., lower and
upper grades), and to provide more targeted recommendations for teaching mathematics to different
age groups.
Interdisciplinary Applications: To study the effectiveness of problem-solving pedagogy in
other disciplines (e.g., science, social science) and to explore its potential and challenges in
interdisciplinary education.
Technology-assisted pedagogical innovation: With the development of educational technology,
explore how to use information technology tools (e.g., intelligent teaching systems, online
collaborative platforms) to optimize the implementation of problem-solving pedagogies and to
improve the effectiveness of teaching and learning.

Recommendations for educators and policymakers

Strengthen teacher training; for problem-solving pedagogy, systematic training and support
should be provided to teachers to help them master the pedagogy’s core concepts and operational skills
and improve their teaching abilities.
Creating supportive teaching environment, Schools and educational institutions should strive
to create a supportive problem-solving teaching environment, including providing rich teaching
resources, encouraging teacher-student interaction and cooperative learning, and establishing effective
evaluation mechanisms.
Focus on individual differences. When implementing the problem-solving teaching method,
teachers should focus on individual differences of students and adopt diversified teaching strategies
and methods to meet different students’ learning needs and development potential.
Continuous Evaluation and Feedback, A continuous teaching evaluation mechanism should be
established to regularly assess and provide feedback on implementation of the Problem-Solving
Teaching Approach. This allows for timely adjustments to teaching strategies and methods, ensuring
the maximization of the teaching effect.
Policy guidance and incentives:The government and education departments should introduce
relevant policies to encourage and support schools to adopt innovative teaching methods such as
problem-solving, and provide a strong guarantee for education reform.

Acknowledgments
This is the end of the line. It marks the conclusion of more than two years of master’s degree
in education, which began in the early fall of 2020 and ending in the early winter of 2023. As far as
the eye can see, all are memories, and as far as the heart is concerned, all are the past. Although there
is a feeling of reluctance, gratitude remains.
Gratitude is extended to mentor, Jitawis. as well as supervisors, Dr. Jitawisut Wimuttipanya
and Dr. PhenpornThongkamsuk, for their profound knowledge and rigorous attitude and for creating
an excellent academic atmosphere. The professors put in significant effort, from the thesis topic to the
theory’s framework and finalization. The opportunity to benefit from their care and guidance

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throughout the M.Ed. studies have been a blessing. Sincere respect and gratitude are given to Dr.
Jitawisut Wimuttipanya and Dr. PhenpornThongkamsuk!
Thanks are also given to the parents for their upbringing and to the family for their support in
both work and studies. Best wishes for their good health and happiness. Gratitude is expressed to a
beloved son for the motivation and joy he brings every day. Wishing him health and happiness daily.
Dream as a horse and live up to your dreams. Appreciation is extended for never giving up on those
dreams. At the end of the journey, all is gained.

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