Teachers' and learners' experiences for guiding effective teaching and learning of mathematics word problems
Mirriam Matshidiso Moleko and Mogege D. Mosimege
University of the Free State, South Africa
Understanding the challenges pertaining to the teaching and learning of mathematics word problems is important in order to formulate effective strategies that will address the challenges. The qualitative case study reported in this article describes the teachers' and learners' experiences regarding mathematics word problems. Data were collected through focus group discussions and reflection sessions, through the use of the free attitude interview technique used to initiate the conversations. Thematic analysis was used to analyse data. Analysis of data revealed challenges related to lack of English proficiency, limited knowledge of mathematical vocabulary, the effects of "out of context" meanings and lack of understanding mathematical language and structure to be the sources of difficulty for teaching and learning mathematics word problems. Findings of the study suggest the need for challenges to be understood in context in order for meaningful possible solutions to be formulated. Thus the learners' experiences should be regarded as important guidelines for informing better teaching of mathematics word problems.
[ PDF full text for this article ]
|Authors: Dr Mirriam Matshidiso Moleko is a Mathematics Education lecturer and the Discipline Coordinator for Mathematics discipline in the school of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State, South Africa.|
Professor Mogege Mosimege is a Professor of Mathematics Education and Head of the School of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State, South Africa.
Please cite as: Moleko, M. M. & Mosimege, M. (2020). Teachers' and learners' experiences for guiding effective teaching and learning of mathematics word problems. Issues in Educational Research, 30(4), 1375-1394. http://www.iier.org.au/iier30/moleko.pdf