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

dc.contributor.advisorOgbonnaya, Ugorji
dc.contributor.emailiihesekiel@gmail.comen_US
dc.contributor.postgraduateIilonga, Hesekiel Kaukolwa
dc.date.accessioned2023-07-13T09:08:15Z
dc.date.available2023-07-13T09:08:15Z
dc.date.created2023-09
dc.date.issued2023
dc.descriptionThesis (PhD (Science, Mathematics and Technology Education))--University of Pretoria, 2023.en_US
dc.description.abstractThis 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.en_US
dc.description.availabilityUnrestricteden_US
dc.description.degreePhD (Science, Mathematics and Technology Education)en_US
dc.description.departmentScience, Mathematics and Technology Educationen_US
dc.description.sponsorshipUp Barsuryen_US
dc.identifier.citation*en_US
dc.identifier.doihttps://doi.org/10.25403/UPresearchdata.23634318en_US
dc.identifier.otherS2023en_US
dc.identifier.urihttp://hdl.handle.net/2263/91395
dc.identifier.uriDOI: https://doi.org/10.25403/UPresearchdata.23634318.v1
dc.language.isoenen_US
dc.publisherUniversity of Pretoria
dc.rights© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectProblem solvingen_US
dc.subjectProblem solving skillsen_US
dc.subjectProblem solving strategyen_US
dc.subjectAlgebraic word problemen_US
dc.subjectPolya's modelen_US
dc.subjectUCTDen_US
dc.subjectUnderstand the problemen_US
dc.subjectDevise a planen_US
dc.subjectCarry out the planen_US
dc.subjectLook backen_US
dc.subjectRechecken_US
dc.subjectUsing a formulaen_US
dc.subjectComputing or Simplifyingen_US
dc.subjectMaking a Table, Chart, or Listen_US
dc.subjectMaking a diagram or modelen_US
dc.subjectGuessing, Checking, and Revisingen_US
dc.subjectPattern Searchingen_US
dc.subjectConsideration of a Simpler Caseen_US
dc.subjectEliminationen_US
dc.titleGrade 10 learners’ problem-solving skills and strategies in algebraic word problemsen_US
dc.typeThesisen_US

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