Ogbonnaya, Ugorji2023-07-132023-07-132023-092023*S2023http://hdl.handle.net/2263/91395DOI: https://doi.org/10.25403/UPresearchdata.23634318.v1Thesis (PhD (Science, Mathematics and Technology Education))--University of Pretoria, 2023.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.en© 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.Problem solvingProblem solving skillsProblem solving strategyAlgebraic word problemPolya's modelUCTDUnderstand the problemDevise a planCarry out the planLook backRecheckUsing a formulaComputing or SimplifyingMaking a Table, Chart, or ListMaking a diagram or modelGuessing, Checking, and RevisingPattern SearchingConsideration of a Simpler CaseEliminationThesisu18097490https://doi.org/10.25403/UPresearchdata.23634318