Types Of Strategies Used To Solve Algebraic Word Problems By Grade 12 Ordinary Level Mathematics Learners Of Kavango East Region Of Namibia

ABSTRACT

This study investigated the types of strategies used by Grade 12 ordinary level mathematics learners to solve algebraic word problems in Namibian settings in the Kavango East Educational Region. The study used a descriptive qualitative research approach in which the researcher identified the strategies used by Grade 12 learners to solve algebraic word problems. The study used observations and focus group discussions as methods for data collection. The researcher independently conducted a typological analysis of the transcriptions of the Grade 12 learners ‘observation and interviews to determine commonalities and trends. The study revealed that the possible main cause of Grade 12 learners’ difficulties with algebraic word problems was the language factor. This emerged in the literature which the researcher divided into four areas: text difficulties, unfamiliar contexts, use of inappropriate strategies and lack of solving skills. These were observed in the algebraic word problem exercise and confirmed in the focus group discussions. The results in this research demonstrated how ineffective teaching of problem-solving strategies may influence and change the focus of learners´ learning abilities from solving algebraic word problems. Another finding of the algebraic word problems analysis showed that, learners used the strategies like identifying key words, underlining key words, re-reading the words, visualizing problems, guessing and checking, step procedures, looking for patterns and counting techniques. The study also pointed to possible recommendations to teachers to teach problem-solving strategies and strategic thinking within the limits of a mathematics classroom so that the learners learn about strategies without losing out on conceptual or procedural understanding knowledge. The study further found that the effective learning strategies used by the three sampled schools fell into four categories namely: making change in the phrasing of the problem context, identifying key words in the problem texts, concept clarification and building an experience.