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All Journal Unnes Journal of Mathematics Education Journal of Research in Science and Mathematics Education
Iilonga, Hesekiel Kaukolwa
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Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics

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Grade 10 Namibian Learners' Strategies for Solving Algebraic Word Problems Iilonga, Hesekiel Kaukolwa; Ogbonnaya, Ugorji I.
Unnes Journal of Mathematics Education Vol 12 No 2 (2023): Unnes Journal of Mathematics Education
Publisher : Department of Mathematics, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ujme.v12i2.69364

Abstract

Solving mathematical word problems is a big challenge for many learners. One reason for the challenge could be the use of inappropriate strategies in solving mathematical word problems. In Namibia, many examiners’ reports show that learners do not attempt algebraic word problems fairly in examinations. This study investigated Grade 10 learners’ strategies for solving algebraic word problems in the Ohangwena Region, Namibia. The study followed a qualitative approach. A sample of 351 Grade 10 learners from ten secondary schools participated in the study. Krulik and Rudnick’s problem-solving strategies model was adopted as the framework that guided the study. Data was collected using the Algebraic Word Problem Solving Achievement Test and analysed using content analysis. The result shows that most of the learners could not use appropriate strategies to solve the given problems. Few learners employed one or two appropriate strategies in solving the problems. The strategies used by the learners to solve the algebraic word problems in the test include Computing or Simplifying (CS); Making a Table, Chart, or List (TCL); Making a model or a diagram (MD), and Guessing, Checking, and Revising (GCR). It is recommended that teachers model different strategies for solving mathematical problems for learners while teaching mathematics. Keywords – problem-solving, problem-solving strategies, algebraic word problem.
Errors Made by 8th Grade Students while Solving Mathematical Word Problems Iilonga, Hesekiel Kaukolwa; Chirimbana, Moses
Journal of Research in Science and Mathematics Education Vol. 3 No. 3 (2024): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v3i3.1139

Abstract

Purpose: Mathematical word problems continue to challenge students due to their reliance on a range of interconnected mathematical concepts. This study investigates the specific types of errors students make when solving word problems, using Newman's Error Analysis as a framework. Methodology: Employing a descriptive-qualitative methodology, data were collected through tests and interviews with 47 eighth-grade students from a junior secondary school in the Ohangwena region of Namibia. Of these, nine students participated in interviews for a deeper understanding of their problem-solving processes. Findings: The analysis revealed that while no students experienced difficulties during the reading stage, significant challenges arose in later stages: comprehension errors occurred in 30.9% of cases, transformation and process skill errors were each observed in 62.2% of responses, and encoding errors, manifesting as inaccuracies in the final answer, were present in 62.8%. Significance: These findings highlight the critical need for educators to focus on enhancing students’ abilities to tackle word problems, particularly by incorporating assignments grounded in real-life scenarios to foster better comprehension and application of mathematical concepts.
Co-Authors Chirimbana, Moses Kamati, Ferdinand Nghikepunye Ogbonnaya, Ugorji I.