The Language Difficulties Learners’ Face When Solving Mathematical Word Problem

Abstract

Learner performance in Mathematics as reflected by the Kenya Certificate of Primary Examination (KCPE) results has remained poor over the years. It means that the set objectives in the primary school Mathematics syllabus have not been achieved fully. Yet, learner proficiency in the use of mathematical language to problem solving remains critical and has not been investigated in the recent past. The purpose of this study was to assess the language difficulties learners’ face when solving mathematical word problem. The theory employed in the study was cognitive theory propounded by Piaget. The study used a mixed method research approach. The target population were all Standard seven pupils and teachers of Mathematics from public schools in Cheptiret zone, Uasin Gishu County. The study sample size comprised of 388 class seven learners selected through simple random sampling and 15 mathematics class seven teachers selected through purposive sampling from 15 schools. The research tools used for data collection included pupils’ questionnaires, teachers’ questionnaires, and teachers’ interview guide. Quantitative data was analysed using descriptive statistics while qualitative data was analysed thematically. The analyzed data were presented in tables inform of percentages and frequencies. Quantitative findings revealed that over 37.5% of learners agreed that the mathematical language used affects their ability to solve word problems; 50% of the learners and 56.3% of teachers also agreed that the ability to read and comprehend the language used helped learners to be successful at solving mathematics word problems. From teachers’ interview, findings revealed that most learners score highly when questions are numerically expressed but experience difficulties in interpreting wordy questions. In addition, on wordy mathematical problems, learners have a challenge in deciding on the operations to be performed. Based on the findings, the study made the following conclusions This study found out that learners face a number of challenges that influence how they solve mathematical word problem; key among them are solving mathematical word problem is hard to most class seven learners, the difficult part of solving mathematical word problem appears to be the process of understanding a problem and deciding what operations needs to be performed. Actively reading a problem supports individual to make sense of it however the depth and quality of learners decoding and subsequent understanding of the text impacts their success. Ability to read and know basic facts helped most learners be successful at solving word problem. Based on the findings and conclusion of the study recommends that: The study recommended a wide exposure to mathematical language from the lower classes and the use of simple and appropriate language during teaching, learning and assessment process.