Examining the challenges that seventh grade learners face in understanding mathematics word problems: A case study of Ovikange primary school

Abstract

In this study, we investigated learners’ perceptions of the underlying factors contributing to challenges in their comprehending and solving mathematical word problems. The participants consisted of 63 seventh-grade learners from an elementary school in Namibia. The study utilised a mixed methods approach with an exploratory assessment design. Data collection was conducted through a sequential mixed-methods approach using a pen and paper technique. Participants first completed an assessment test and then provided their perceptions about the test and the challenges they encountered during the test. Data analysis was carried out in two distinct stages. Firstly, the word problem solving assessment test was graded, and the scores were recorded and analysed with descriptive statistics (frequency and scores). Secondly, the learners’ perceived challenges in attempting the mathematical word problem solving assessment test were examined by comparing their test scores to how they rated the test questions’ level of difficulty. The results indicated that most learners performed poorly in the word problem solving assessment test, highlighting an existing challenge in comprehending word problems. Furthermore, the learners’ perceptions of each test question did not align with their overall performance and the total number of learners who successfully passed each question. Learners expressed the view that their primary challenge in generating accurate procedural solutions for mathematical word problems stemmed from a lack of understanding the mathematical language used in the texts. Based on our findings, we recommend enhancing learners’ comprehension skills for mathematical vocabulary. practicing explicit reading can be beneficial, as difficulties in understanding word problems often hinder mathematics problem-solving abilities.