Arid
Assessing the algebraic problem solving skills of Grade 12 learners in Oshana Region, Namibia Assessing the algebraic problem solving skills of Grade twelve learners in Oshana Region, Namibia
Lupahla;Nhlanhla
出版年2014
英文摘要This study used Polya’s problem-solving model to map the level of development of the algebraic problem solving skills of Grade 12 learners from the Oshana Region in Northern Namibia. Deficiencies in problem solving skills among students in Namibian tertiary institutions have highlighted a possible knowledge gap between the Grade 12 and tertiary mathematics curricula (Fatokun, Hugo & Ajibola, 2009; Miranda, 2010). It is against this background that this study investigated the problem solving skills of Grade 12 learners in an attempt to understand the difficulties encountered by the Grade 12 learners in the problem solving process. Although there has been a great deal of effort made to improve student problem solving throughout the educational system, there is no standard way of evaluating written problem solving that is valid, reliable and easy to use (Docktor & Heller, 2009). The study designed and employed a computer aided algebraic problem solving assessment (CAAPSA) tool to map the algebraic problem solving skills of a sample of 210 Grade 12 learners during the 2010 academic year. The assessment framework of the learners’ problem solving skills was based on the Trends in International Mathematics and Science Study (TIMSS), Schoenfeld’s (1992) theory of metacognition and Polya’s (1957) problem solving model. The study followed a mixed methods triangulation design, in which both quantitative and qualitative data were collected and analysed simultaneously. The data collection instruments involved a knowledge base diagnostic test, an algebraic problem solving achievement test, an item analysis matrix for evaluating alignment of examination content to curriculum assessment objectives, a purposively selected sample of learners’ solution snippets, learner questionnaire and task-based learner interviews. The study found that 83.8% of the learners were at or below TIMSS level 2 (low) of algebraic problem solving skills. There was a moderate correlation between the achievement in the knowledge base and algebraic problem solving test (Pearson r = 0.5). There was however a high correlation between the learners’ achievement in the algebraic problem solving test and achievement in the final Namibia Senior Secondary Certificate (NSSC) examination of 2010 (Pearson r = 0.7). Most learners encountered difficulties in Polya’s first step, which focuses on the reading and understanding of the problem. The algebraic strategy was the most successfully employed solution strategy. Mathematics Education M. Sc. (Mathematics, Science and Technology Education (Mathematics Education))
英文关键词Problem Problem solving Algebraic problem solving Solution strategies Mathematical proficiency 512.007126881 Algebra -- Problems exercises etc
语种英语
URLhttp://hdl.handle.net/10500/19225
资源类型学位论文
条目标识符http://119.78.100.177/qdio/handle/2XILL650/248875
推荐引用方式
GB/T 7714
Lupahla;Nhlanhla. Assessing the algebraic problem solving skills of Grade 12 learners in Oshana Region, Namibia Assessing the algebraic problem solving skills of Grade twelve learners in Oshana Region, Namibia[D],2014.
条目包含的文件
条目无相关文件。
个性服务
推荐该条目
保存到收藏夹
导出为Endnote文件
谷歌学术
谷歌学术中相似的文章
[Lupahla;Nhlanhla]的文章
百度学术
百度学术中相似的文章
[Lupahla;Nhlanhla]的文章
必应学术
必应学术中相似的文章
[Lupahla;Nhlanhla]的文章
相关权益政策
暂无数据
收藏/分享

除非特别说明,本系统中所有内容都受版权保护,并保留所有权利。