Mapping a Group of Northern Namibian Grade 12 Learners' Algebraic Non-Routine Problem Solving Skills

Autor/inn/en	Mogari, David; Lupahla, Nhlanhla
Titel	Mapping a Group of Northern Namibian Grade 12 Learners' Algebraic Non-Routine Problem Solving Skills
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 17 (2013) 1-2, S.94-105 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2013.826974
Schlagwörter	Foreign Countries; Algebra; Problem Solving; Grade 12; High School Students; High Achievement; Surveys; Structured Interviews; Mathematics Skills; Visual Aids; International Assessment; Achievement Tests; Mathematics Tests; Mathematics Achievement; Rural Areas; Namibia; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Problemlösen; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Survey; Umfrage; Befragung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Anschauungsmaterial; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathematical ability; Rural area; Ländlicher Raum
Abstract	This article investigates the algebraic non-routine problem-solving skills of grade 12 learners of a high-achieving school in northern Namibia. The school was selected on the basis of its outstanding results and sound management style. The study followed a descriptive survey design that involved a written test to examine learners' problem-solving skills together with the solution strategies used, and structured learner interviews to get their views about the choice of strategies for solving non-routine problems. The assessment framework of the learners' problem-solving skills was based on the Trends in International Mathematics and Science Study (TIMSS) scales for Polya's problem-solving model. The results showed that learners were more successful in answering the question with a diagrammatic illustration, suggesting that the use of diagrams makes it easier to understand the problems. A significant number of learners' algebraic problem-solving skills function at or below level 2 of TIMSS scale. The algebraic strategy was the most preferred solution strategy and there were learners who encountered difficulties with the language used in the questions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01