Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana

Daniel Kofi Aforklenu; Hamidu Ibrahim Bukari

doi:10.29333/mathsciteacher/13133

Full Text (PDF)

Daniel Kofi Aforklenu ¹ , Hamidu Ibrahim Bukari ² ³ ^*

More Detail

¹ Akatsi College of Education, Akatsi, GHANA² Bagabaga College of Education, Tamale, GHANA³ University of the Western Cape, Cape Town, SOUTH AFRICA^* Corresponding Author

Abstract

Modern mathematics education used a different approach when dealing with word problems in algebra because of how people perceive mathematics. The teacher can aid students in honing their problem-solving abilities to assist them build mathematical concepts that can be applied in real-world situations. This research is a case study involving junior high school (JHS) pupils in Ghana’s Tema Metropolis. For the study, data collection and analysis used a qualitative methodology. Using a purposive sample technique, data from 12 participants–six JHS mathematics teachers and six students–were gathered. Data were gathered through observation, interviews, and document analysis. The primary finding is that JHS pupils at Tema Education Metropolis are unable to present their own issues as proof of conceptual knowledge of algebra word problems.

Keywords

students’ difficulty
mathematics teachers
algebraic word problem-solving

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

Journal of Mathematics and Science Teacher, Volume 3, Issue 1, 2023, Article No: em036

https://doi.org/10.29333/mathsciteacher/13133

Publication date: 30 Mar 2023

Article Views: 889

Article Downloads: 1413

Open Access References How to cite this article

References

Adesoji, F. A. (2008). Students’ ability levels and effectiveness of problem-solving instructional strategy. Journal of Social Sciences, 17(1), 5-8. https://doi.org/10.1080/09718923.2008.11892628
Ali, R., Hukamdad, D., Akhter, A., & Khan, A. (2010). Effect of using problem solving method in teaching mathematics on the achievement of mathematics students. Asian Social Science, 6(2), 67-72. https://doi.org/10.5539/ass.v6n2p67
Anderson, J., Sullivan, P., & White, P. (2004). The influence of perceived constraints on teachers’ problem-solving beliefs and practices. In Proceedings of the 27^th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 39-46).
Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative Sociology, 42(2), 139-160. https://doi.org/10.1007/s11133-019-9413-7
Atteh, E., & Andam, E. A. (2019). Model for mathematics teachers development. Journal of Scientific Research and Reports, 22(4), 1-8. https://doi.org/10.9734/jsrr/2019/v22i430096
Baah-Duodu, S. , Ennin, F. C., Borbye, S., & Amoaddai, S. (2019). Pre-service primary school teachers’ mathematical knowledge for teaching fractions through problem solving. International Journal of Advances in Scientific Research and Engineering, 5(3), 08-17. https://doi.org/10.31695/ijasre.2019.33085
Ball, D. L, Hill, H. C., & Bass, H. (2005). Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? American Educator, 29(1), 14-17, 20-22, 43-46.
Ball, D. L., & Bass, H. (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 83-104). Ablex Publishing.
Boonen, A. J. H., van der Schoot, M., van Wesel, F., de Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271-279. https://doi.org/10.1016/j.cedpsych.2013.05.001
Bukari, H. I. (2019). Using problem-based learning to enhance junior high school students’ understanding and attitude towards linear equations word problems. Journal of Education and Practice, 10(3), 126-135. https://doi.org/10.7176/jep/10-3-14
Coe, R. (2013). Improving education: A triumph of hope over experience. Center for Evaluation and Monitoring.
Cooney, T. J., Davis, E. J., & Henderson, K. B. (1975). Dynamics of teaching secondary mathematics. Houghton Milfflin Company.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed method approaches (2nd edn.) Sage Publication Inc.
Fletcher, M., & Santoli, S. (2003). Reading to learn concepts in mathematics: An action research project. https://files.eric.ed.gov/fulltext/ED482001.pdf
Foong, P. Y. (2009). Review of research on mathematical problem solving in Singapore. Mathematics Education, 263-300. https://doi.org/10.1142/9789812833761_0012
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). SAGE.
Hino, K. (2007). Toward the problem-centered classroom: Trends in mathematical problem solving in Japan. ZDM-International Journal on Mathematics Education, 39(5-6), 503-514. https://doi.org/10.1007/s11858-007-0052-1
Kirschner, P. A., Hendrick, C., & Jim, H. (2022). How teaching happens: Seminal works in teaching and teacher effectiveness and what they mean in practice. Routledge. https://doi.org/10.4324/9781003228165
Kornbluh, M. (2015). Combatting challenges to establishing trustworthiness in qualitative research. Qualitative Research in Psychology, 12(4), 397-414. https://doi.org/10.1080/14780887.2015.1021941
Krulik, S., & Rudnick, J. A. (1996). Teaching reasoning and problem solving in junior and senior high school. Allyn and Bacon.
Lester Jr, F. K. (2013). Thoughts about research on mathematical problem-solving instruction. The Mathematics Enthusiast, 10(1), 12. https://doi.org/10.54870/1551-3440.1267
Lester Jr, F. K., & Cai, J. (2016). Posing and solving mathematical problems. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems: Advances and new perspectives (pp. 117-135). Springer. https://doi.org/10.1007/978-3-319-28023-3_8
Li, Y., & Lappan, G. (2014). Mathematics curriculum in school education: Advancing research and practice from an international perspective. Springer. https://doi.org/10.1007/978-94-007-7560-2_1
Lipton, R. J., & Zalcstein, Y. (1977). Word problems solvable in logspace. Journal of the ACM, 24(3), 522-526. https://doi.org/10.1145/322017.322031
MAG. (2005). Mathematics for junior secondary schools (MJSS) books 1 & 2. Pearson.
Martinez, J. G. R. (2001). Thinking and writing mathematically: Achilles and the tortoise as an algebraic word problem. The Mathematics Teacher, 94(4), 248-252. https://doi.org/10.5951/mt.94.4.0248
MoE. (2010). Junior high school mathematics syllabus. Curriculum Research and Development Division, Ministry of Education, Ghana.
NaCCA. (2020). Republic of Ghana mathematics curriculum for basic 7-10 (common core program). NaCCA. https://curriculum.nacca.gov.gh/wp-content/uploads/2020/02/MATHEMATICS-CCP-CURRICULUM-B7-B10-DRAFT-ZERO.pdf
Nilsson, P., & Lund, J. (2022). Design for learning-involving teachers in digital didactic design (D3). Interactive Technology and Smart Education, 20(1), 142-159. https://doi.org/10.1108/ITSE-08-2021-0143
Nortvedt, G. A. (2011). Coping strategies applied to comprehend multistep arithmetic word problems by students with above-average numeracy skills and below-average reading skills. Journal of Mathematical Behavior, 30(3), 255-269. https://doi.org/10.1016/j.jmathb.2011.04.003
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. SAGE.
Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton University Press. https://doi.org/10.1515/9781400828678
Rosales, J., Vicente, S., Chamoso, J. M., Muñez, D., & Orrantia, J. (2012). Teacher-student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms. Teaching and Teacher Education, 28(8), 1185-1195. https://doi.org/10.1016/j.tate.2012.07.007
Schwab, J. J. (1978). Science, curriculum and liberal education. University of Chicago Press.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75. https://doi.org/10.3233/EFI-2004-22201
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129-135. https://doi.org/10.1016/S0193-3973(99)00057-X
Siemon, D., & Brooker, G. (1990). Teaching and learning for, about and through problem solving. Vinculum, 27(2), 4-12.
Silverman, D. (2013). What counts as qualitative research? Some cautionary comments. Qualitative Sociology Review, 9(2), 48-55. https://doi.org/10.18778/1733-8077.09.2.05
Wardlaw, C. (2008). Presentation to the National Curriculum. Forum held in Melbourne.
Xenofontos, C., & Andrews, P. (2012). Prospective teachers’ beliefs about problem-solving: Cypriot and English cultural constructions. Research in Mathematics Education, 14(1), 69-85. https://doi.org/10.1080/14794802.2012.657439

How to cite this article

APA

Aforklenu, D. K., & Bukari, H. I. (2023). Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana. Journal of Mathematics and Science Teacher, 3(1), em036. https://doi.org/10.29333/mathsciteacher/13133

Vancouver

Aforklenu DK, Bukari HI. Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana. Journal of Mathematics and Science Teacher. 2023;3(1):em036. https://doi.org/10.29333/mathsciteacher/13133

AMA

Aforklenu DK, Bukari HI. Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana. Journal of Mathematics and Science Teacher. 2023;3(1), em036. https://doi.org/10.29333/mathsciteacher/13133

Chicago

Aforklenu, Daniel Kofi, and Hamidu Ibrahim Bukari. "Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana". Journal of Mathematics and Science Teacher 2023 3 no. 1 (2023): em036. https://doi.org/10.29333/mathsciteacher/13133

Harvard

Aforklenu, D. K., and Bukari, H. I. (2023). Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana. Journal of Mathematics and Science Teacher, 3(1), em036. https://doi.org/10.29333/mathsciteacher/13133

MLA

Aforklenu, Daniel Kofi et al. "Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana". Journal of Mathematics and Science Teacher, vol. 3, no. 1, 2023, em036. https://doi.org/10.29333/mathsciteacher/13133