Abstract:
Solving mathematical word problems is a big challenge for many learners. One reason
for the challenge could be the learners’ use of inappropriate strategies in solving
mathematical word problems. In Namibia, many examiners’ reports show that learners
do not attempt algebraic word problems fairly in examinations. This study investigated
Grade 10 learners’ strategies for solving algebraic word problems in the Ohangwena
Region, Namibia. The study followed a qualitative approach. A sample of 351 Grade
10 learners from ten secondary schools participated in the study. Krulik and Rudnick’s
problem-solving strategies model was adopted as the framework that guided the study.
Data was collected using the Algebraic Word Problem Solving Achievement Test and
analysed using content analysis. The result shows that most of the learners could not
use appropriate strategies to solve the given problems. Few learners employed one or
two appropriate strategies in solving the problems. The strategies used by the learners
to solve the algebraic word problems in the test include Computing or Simplifying
(CS); Making a Table, Chart, or List (TCL); Making a model or a diagram (MD), and
Guessing, Checking, and Revising (GCR). It is recommended that teachers model
different strategies for solving mathematical problems for learners while teaching
mathematics.
