Grade 10 learners’ problem-solving skills and strategies in algebraic word problems

Abstract

This study investigated Grade 10 learners’ problem-solving skills and strategies in algebraic word problems. A convenient sample of 351 Grade 10 learners from ten secondary schools in the Ohangwena Region in Namibia participated in the study. Polya’s four steps problem-solving model and Krulik and Rudnick’s problem-solving strategies model were adopted as the framework that guided the study. The study followed a qualitative approach. Data were collected using the Algebraic Word Problem Solving Achievement Test (AWPSAT) and Problem-Solving Interview (PSI) developed by the researcher. The result showed that the learners’ mathematics problem-solving skills in algebraic word problems were extremely poor at the four levels of Polya’s problem-solving model. Only an average of 20 (6%) and 24 (7%) of the learners showed an ability to understand the problems and devise a plan, respectively, while an average of 17 learners (5%) could carry out the plans and 12 learners (3%) ‘look back’. The learners employed making a model or a diagram (MD); Computing or Simplifying (CS); Making a Table, Chart, or List (TCL); and; Guessing, Checking, and Revising (GCR) strategies to solve the problems. The study further revealed that most learners could not solve algebraic word problems using appropriate problem-solving strategies. Based on the findings, it is recommended that teachers should introduce learners to Polya’s four steps of problem-solving and incorporate non-routine problems into the classroom to aid learners in understanding word problems. Furthermore, it is recommended that teachers employ different problem-solving strategies by Krulik and Rudnick when teaching algebraic word problems.