Making sense of errors made by learners in mathematical word problem solving

Abstract

In recent years research in mathematical word problems has focused on an attempt to connect classroom mathematics teaching and learning to learners' out-of-school 'real life' knowledge. The study reported in the current article investigated sources of errors that Grade 9 learners make when they solve mathematical word problems in a classroom. The study followed a quantitative approach with data collected through a test. The study consisted of a convenience sample of 35 Grade 9 learners with different academic achievements in mathematics. Analyses of data gathered from learners' written work (or a test) seemed to suggest that learners encountered difficulties in reading and making sense of the mathematical word problems. In addition, it appeared that learners struggled to comprehend the given word problems. In brief, the data in the current article demonstrated that the errors exhibited by learners in the solution of word problems appeared to be as a result of lack of understanding of mathematical vocabulary that is used in a problem statement.