Grade 9 Mathematics Learners' Strategies in Solving Number-Pattern Problems

Autor/inn/en	Spangenberg, Erica Dorethea; Pithmajor, Aphane Koko
Titel	Grade 9 Mathematics Learners' Strategies in Solving Number-Pattern Problems
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 16 (2020) 7, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Grade 9; Secondary School Mathematics; Secondary School Students; Adolescents; Learning Strategies; Problem Solving; Number Concepts; Pattern Recognition; Rural Schools; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Number concept; Zahlbegriff; Mustererkennung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Many Grade 9 mathematics learners face difficulties in solving number-pattern problems due to insufficient exposure to strategies in solving such problems. The aim of this exploratory qualitative study was to investigate Grade 9 mathematics learners' strategies in solving number-pattern problems. The problem-solving conceptual framework of Singer and Voica (2013) highlighting four indicators, namely decoding, representing, processing and implementing, underpinned the study. Ninety Grade 9 learners were purposively selected from three rural schools (30 from each school) to participate. Qualitative data were collected through a written activity and semi-structured one-on-one interviews. The study found that learners utilise four main strategies to solve number-pattern problems, namely: (1) direct counting; (2) direct proportion; (3) recursive strategy; and (4) mental image representation. Knowledge about learners' strategies can assist teachers in their pedagogies to teach number-pattern problems. The study adds to the research on problem solving, specifically pertaining to number patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01