Junior High School Students' Difficulties in Solving Word Problems in Algebra in Tema Education Metropolis

ABSTRACT 

Case study research design was used to examine JHS mathematics teachers‟ conceptions and practice of word problem solving (WPS), and difficulties students encounter when solving algebraic word problems in the mathematics classroom in the Tema Education Metropolis of the Greater Accra region of Ghana. The study used qualitative approach to collect and analyze data. Data was obtained from 12 participants consisting of 6 JHS mathematics teachers and 6 students. Interview, observation and analysis of documents (students‟ workbooks) were used as instruments to collect data. The findings identified three different teachers‟ conceptions of word problem solving which include: accepting a challenging mathematical problem and striving hard to solve it, solving difficult mathematics story problems which involve everyday life situations and finding solution to any mathematics exercise where significant background information on the problem is presented as text rather than in mathematical notation and do not have immediate method of solving. The findings also indicated that some teachers use Polya‟s (1985) four-stage problem solving model and problem solving heuristics in the teaching of algebraic WPS. In addition, the findings showed that negligible amount of work was being done on WPS in the classroom. Problems hindering the teaching of mathematics word problem solving in the mathematics classroom were identified in a broader perspective to include teachers‟ inadequate pedagogical content knowledge and subject matter knowledge, teaching of word problem solving being time consuming, teachers and students beliefs‟ about WPS and low linguistic ability of students. Inadequate curricular materials and inadequate time slots for mathematics on the school timetable were also

 identified. The findings also showed that very little work is done on WPS practices in the schools. Organizing in-service training for teachers, improving the conditions of service of teachers and providing teaching and learning materials were suggested as ways of encouraging the teaching of mathematics WPS in the mathematics classroom. As a case study which employed qualitative approach, the study results were limited to the researcher‟s interpretation and building of meaning in the context of teachers‟ WPS practices in the mathematics classroom.