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Grade 6-learners' views on the difficulties they experience with mathematical word problems
Thesis (MEd)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613816846548992 |
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| access_status_str | Open Access |
| author | Theart, Ednel |
| author2 | Lampen, Erna |
| author_browse | Lampen, Erna Theart, Ednel |
| author_facet | Lampen, Erna Theart, Ednel |
| author_sort | Theart, Ednel |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123599 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:42:09.814Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123599 Grade 6-learners' views on the difficulties they experience with mathematical word problems Theart, Ednel Lampen, Erna Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Mathematics -- Study and teaching (Primary) -- South Africa Problem-based learning (Primary) -- South Africa Mathematics in literature Word problems (Mathematics) -- Juvenile literature Word problems (Mathematics) -- Study and teaching (Primary) Learning disabilities -- Education -- South Africa UCTD Thesis (MEd)--Stellenbosch University, 2021. ENGLISH ABSTRACT: South African learners’ problem-solving performance are poor in comparison to other international countries. To improve learners’ problem-solving skills, it is necessary to determine what learners’ difficulties are regarding problem-solving, particularly word problems. In this study I conducted 15 problem-solving sessions with a group of Grade 6-learners. A questionnaire, word problem-worksheets, class discussions and field notes were used to do a qualitative exploration of learners’ views on the difficulties they experience with mathematical word problems. The focus of the word problem-worksheets was to explore learners’ errors, sources of difficulties and reasons for employment with regard to word problems, while the focus of the questionnaire was on determining learners’ attitudes towards and beliefs about problem-solving. The sixteen (16) word problems used in this study were divided into three clusters based on the predicted strategies that the problems might elicit. The three clusters are: 1) the basic operations cluster; 2) the trial-and-error cluster; 3) the visual representation cluster. The findings showed that the learners performed best on problems that can be solved by only using basic operations, while they performed worst on problems that require a trial-and-error strategy. Although the learners identified reading of problems as a significant source of difficulty, the most pervasive source was the inability to select a suitable strategy to solve the word problems. In accordance, the most prevalent error was the use of the numbers in the problem statement in inappropriate calculations, while ignoring the context of the problem. The learners reported enjoyment throughout all three clusters. The most prevalent reason for enjoyment was reported as enjoying struggling with challenging problems. The findings further showed that the learners have high confidence in their own abilities as problem-solvers, despite being unable to effectively judge the correctness of their answers and therefore relying on external validation. The study contributes to existing literature on problem-solving by emphasizing learners’ views and providing teachers with a window to learners’ experiences with problem-solving. AFRIKAANSE OPSOMMING: In vergelyking met ander internasionale lande, word Suid-Afrikaanse leerders se probleemoplossing-prestasie as swak beskou om leerders se probleemoplossing-vaardighede te verbeter is dit noodsaaklik om vas te stel wat leerders se uitdagings ten opsigte van probleemoplossing, en meer spesifiek woordprobleme: is. In hierdie studie het ek 15 probleemoplossing-sessies met 'n groep Graad 6-leerders gehou. 'n Vraelys, woordprobleem- werkkaarte: klasbesprekings en veldnotas is gebruik om leerders se siening van die uitdagings wat hulle met wiskundige woordprobleme ervaar kwalitatief te ondersoek. Die hooffokus van die woordprobleem-werkkaarte is om leerders se foute, uitdagings en redes vir genot met betrekking tot woordprobleme te ondersoek_ terwyl die fokus van die vraelys is om vas te stel wat leerders se houding en oortuigings teenoor probleemoplossing is. Die sestien woordprobleme wat in hierdie studie gebruik is, is verdeel in drie groepe gebasseer op die verwagte strategie wat die probleme kan ontlok_ Die drie groepe is: 1) die basiese bewerkings groep; 2) die probeer-en-tref groep;en 3) die visuele voorstelling groep. Die bevindinge toon dat die leerders die beste in die basiese bewerkings groep presteer het, terwyl hulle die swakste in probleme wat 'n probeer-en-tref strategie behels, presteer het Alhoewel leerders die lees van probleme as 'n beduidende bron van uitdagings geidentifiseer het, was die mees oorheersende bron die onvermoe om 'n geskikte strategie vir die oplos van woordprobleme te identifiseer. In ooreenstemming hiermee: was die mees algemene fout die gebruik van getalle in die probleemstelling in onvanpaste bewerkings, terwyl die konteks van die probleem gefgnoreer is. Genot is deurlopend in al drie groepe ervaar: soos deur die leerders gerapporteer. 0m met meer uitdagende probleme te sukkel, was volgens die leerders die mees algemene rede vir genot. Die bevindinge toon verder dat die leerders vertroue het in hul eie vermoens as probleemoplossers, ten spyte van hul onvermoe om self hul antwoorde effektief te beoordeel en eerder staat te maak op eksteme evaluering. Hierdie studie dra by tot die bestaande literatuur oor probleemoplossing deur die leerders se sienings te beklemtoon: en onderwysers van 'n venster op leerders se ervaringe met probleemoplossing te voorsien. Masters 2021-06-22T15:02:25Z 2021-12-22T14:11:33Z 2021-06-22T15:02:25Z 2021-12-22T14:11:33Z 2021-12 Thesis http://hdl.handle.net/10019.1/123599 en_ZA Stellenbosch University xv, 167 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mathematics -- Study and teaching (Primary) -- South Africa Problem-based learning (Primary) -- South Africa Mathematics in literature Word problems (Mathematics) -- Juvenile literature Word problems (Mathematics) -- Study and teaching (Primary) Learning disabilities -- Education -- South Africa UCTD Theart, Ednel Grade 6-learners' views on the difficulties they experience with mathematical word problems |
| title | Grade 6-learners' views on the difficulties they experience with mathematical word problems |
| title_full | Grade 6-learners' views on the difficulties they experience with mathematical word problems |
| title_fullStr | Grade 6-learners' views on the difficulties they experience with mathematical word problems |
| title_full_unstemmed | Grade 6-learners' views on the difficulties they experience with mathematical word problems |
| title_short | Grade 6-learners' views on the difficulties they experience with mathematical word problems |
| title_sort | grade 6 learners views on the difficulties they experience with mathematical word problems |
| topic | Mathematics -- Study and teaching (Primary) -- South Africa Problem-based learning (Primary) -- South Africa Mathematics in literature Word problems (Mathematics) -- Juvenile literature Word problems (Mathematics) -- Study and teaching (Primary) Learning disabilities -- Education -- South Africa UCTD |
| url | http://hdl.handle.net/10019.1/123599 |
| work_keys_str_mv | AT theartednel grade6learnersviewsonthedifficultiestheyexperiencewithmathematicalwordproblems |