Algebra word problem difficulties: A case study in Tema Education Metropolis in Ghana
Daniel Kofi Aforklenu 1 , Hamidu Ibrahim Bukari 2 3 *
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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.

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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, 2023, Volume 3, Issue 1, Article No: em036

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

Publication date: 30 Mar 2023

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Article Downloads: 827

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